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Translanguaging in 'All' K-12 English-Medium Instruction Content-Area Classrooms: From Content to Biliteracy Objectives

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Title: Translanguaging in 'All' K-12 English-Medium Instruction Content-Area Classrooms: From Content to Biliteracy Objectives
Language: English
Authors: Armando Garza Ayala (ORCID 0000-0002-1652-7857)
Source: TESOL Journal. 2026 17(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 6
Publication Date: 2026
Document Type: Journal Articles
Reports - Descriptive
Education Level: Elementary Secondary Education
Descriptors: Language of Instruction, Code Switching (Language), Elementary Secondary Education, Models, Learning Objectives, Faculty Development, English (Second Language), English Learners, Bilingual Students, Multiple Literacies, Literacy
Geographic Terms: New Mexico
DOI: 10.1002/tesj.70101
ISSN: 1056-7941
1949-3533
Abstract: This article presents a practical and accessible framework for the articulation and implementation of content, language, and biliteracy objectives in K-12 English-medium instruction (EMI) content-area classrooms. Grounded in work with pre- and in-service teachers pursuing a TESOL endorsement in New Mexico, the framework guides educators in developing both general and specific language objectives, which ultimately scaffold toward the formulation of translanguaging goals--referred to here as biliteracy objectives. The manuscript emerges in response to teachers' requests for a manageable professional development tool that can be shared with K-12 colleagues and administrators to support the integration of translanguaging approaches across all content-area classrooms.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1498408
Database: ERIC
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  Data: Translanguaging in 'All' K-12 English-Medium Instruction Content-Area Classrooms: From Content to Biliteracy Objectives
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  Data: <searchLink fieldCode="AR" term="%22Armando+Garza+Ayala%22">Armando Garza Ayala</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1652-7857">0000-0002-1652-7857</externalLink>)
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: <searchLink fieldCode="DE" term="%22Language+of+Instruction%22">Language of Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Code+Switching+%28Language%29%22">Code Switching (Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Objectives%22">Learning Objectives</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22English+Learners%22">English Learners</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Students%22">Bilingual Students</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+Literacies%22">Multiple Literacies</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22New+Mexico%22">New Mexico</searchLink>
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  Data: 10.1002/tesj.70101
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  Data: This article presents a practical and accessible framework for the articulation and implementation of content, language, and biliteracy objectives in K-12 English-medium instruction (EMI) content-area classrooms. Grounded in work with pre- and in-service teachers pursuing a TESOL endorsement in New Mexico, the framework guides educators in developing both general and specific language objectives, which ultimately scaffold toward the formulation of translanguaging goals--referred to here as biliteracy objectives. The manuscript emerges in response to teachers' requests for a manageable professional development tool that can be shared with K-12 colleagues and administrators to support the integration of translanguaging approaches across all content-area classrooms.
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      – SubjectFull: Code Switching (Language)
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