Excellent classroom research that speaks to important issues of equity and social justice. The author makes theoretical and empirical analysis such a delight to read and a source of insights to inspire a whole next generation of teachers, researchers and teacher educators in plurilingual and pluricultural settings. * Angel M. Y. Lin, Simon Fraser University, Canada * This book delivers a powerful message about the benefits and challenges of classroom multilingualism, based on the Hawaiian concept of H, with an eye toward ensuring that all students strengths are considered to create and sustain a caring multilingual classroom community. There is so much to learn from this extraordinary work. * Christian Faltis, Texas A&M International University, USA * Mendoza's book weaves together a variety of sociolinguistic lenses to delve into teacher-student interactions in English-medium classrooms in Hawaii. It offers insights into how classroom translanguaging could be framed: with, as Mendoza puts it, attention to equity, criticality, and safety for all students. * Kate Seltzer, Rowan University, USA * Anna Mendozas book is an invitation not only to languaging but to translanguaging in a world of responsibility in the search for total well-being [ ...] This book sends a powerful message about the benefits, challenges and possibilities of classroom practices to foster the promotion of funds of knowledges, especially for marginalized communities with an immigrant or refugee background. * Yecid Ortega, Queens University Belfast, UK, Language and Education, 2024 * Mendozas book does not disappear in the ocean of research literature or simply add to it. Instead, it stands out by bringing fresh theoretical and classroom-grounded insights on the ways high school students in Hawaii engage in various forms of translanguaging for identity positioning, thus creating and maintaining a complex and dynamic classroom ecology [ ...] In the end, this book, this impressive piece of research, is about and for student and teacher empowerment. As Mendoza concludes, the success of linguistically and culturally inclusive classrooms rests in in the critical educators hands. * Marina Prilutskaya, NORD University, Norway, System 125, 2024 *
