Translanguaging in English‐Only Schools: From Pedagogy to Stance in the Disruption of Monolingual Policies and Practices

This article presents findings from qualitative research conducted in eight New York City public schools offering English as a new language (also known as English as a second language), in which language education policies were monolingual in English at the start of data collection. These schools participated in an intensive professional development and technical assistance project for which they were required to engage students’ bilingualism as...