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Translanguaging: The Key to Comprehension for Spanish-Speaking Students and Their Peers

reviewed by Audrey Murphy - February 05, 2018

Title: Translanguaging: The Key to Comprehension for Spanish-Speaking Students and Their Peers
Author(s): Shira Lubliner (Author),‎ Dana L. Grisham (Author)
Publisher: Rowman & Littlefield, Lanham
ISBN: 1475831625, Pages: 184, Year: 2017
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Cite This Article as: Teachers College Record, Date Published: February 05, 2018
http://www.tcrecord.org ID Number: 22262, Date Accessed: 2/17/2019 9:29:23 PM

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About the Author
Audrey Murphy St. John's University E-mail Author AUDREY FIGUEROA MURPHY, EdD, is an associate professor of TESOL, Bilingual and Dual Language education in the Education Specialties department at St. John's University in New York. She is an associate editor at both the Journal of Hispanic Higher Education, and Nabe�s (National Association of Bilingual Education) Perspectives Journal, in addition to having served as the Vice President of NYS TESOL (Teaching English to Speakers of Other Languages). Recent publications include �Teacher training and professional development� (2018) in J. I. Liontas( Ed.) The TESOL Encyclopedia of English Language Teaching (1st ed.) Vol. VII, Hoboken, USA: John Wiley & Sons, Inc.; �Educators� beliefs about appropriate educational models for Spanish-speaking ELLs who differ in home-language and English-language literacy abilities in the United States� (2017), International Journal of Bilingual Education and Bilingualism, online, 1-12., (along with co-authors Torff and Sessions); �Implementing a dual language program: The nuts and bolts of a pathway to academic excellence�(2016) in The Delta Kappa Gamma Bulletin: International Journal for Professional Educators, 82(5), 45-53; and �Growing pains: The effect of Common Core State Standards on perceived teacher effectiveness�(2016) in The Educational Forum, 80(1), 21-33, with co-author Torff. . Her research focuses on the effectiveness of the various models and methods of ELL instruction, and the impact of educational reform initiatives within Bilingual/Dual language classroom settings.

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