Introduction

The Introduction articulates the goal of the book: providing scholars, teachers, and school administrators with politically viable pedagogical and programmatic strategies for using English as a Second Language students’ mother tongue as a resource for English acquisition and academic success. Framed within the bilingual education debate in the United States, culturally responsive pedagogy, and translanguaging theory, the high-impact practices presented in this book emerged from a case study of a learning community that linked Spanish and English academic literacy development courses at Bronx Community College (City University of New York). The author taught the English course and participated in the Spanish course as an additional language learner/participant observer.