ABSTRACT
In this chapter, we show how 23 CUNY-NYSIEB (City University of New York-New York State Initiative on Emergent Bilinguals) schools worked to develop a schoolwide ecology of multilingualism in which the entire range of language practices of all children and families were made evident in a school's linguistic landscape, as well as in the interactions of all members of a school community. Our findings document efforts made by schools to change their linguistic landscape in ways that recognize students' many languages and cultures, how educators incorporated translanguaging in instruction, and how formal language education policies that took up a translanguaging stance resulted from these efforts. We document the impact that changing linguistic landscape and instructional practices had on students, their families, and the school community as a whole, and suggest that changing a school's multilingual ecology can lead to broader and deeper disruptions of monolingual norms over time.
