The implementation of the Mother Tongue-Based Multilingual Education (MTB-MLE) policy in the Philippine basic education has gained traction among educators. Skepticism as to its effectiveness is evident especially in mathematics class where English is the universally recognised medium. This study explored how elementary teachers from a rural…

Pedagogical strategies intended for monolingual classes may not adequately address the educational needs and aspirations of culturally and linguistically diverse learners, as multilingual and bilingual learners differ from monolinguals. This article sought to understand multilingual teachers' pedagogical approaches to helping non-speakers of the…

Translanguaging theory highlights the dynamic use of multiple languages and communication modes by multilingual people in their daily experiences. Museums are informal family learning spaces where multilingual families use languages and other semiotic resources to create learning opportunities for their children. Using a microethnographic approach…

This study employed a discourse analysis methodology to compare Korean bilingual students in first and third grades by examining different functions and forms of translanguaging in Korean heritage language classrooms in the U.S. By identifying linguistic functions and forms of each translanguaging occurrence, the study presents that the bilingual…

Despite the extensive research on translanguaging in bi/multilingual classrooms, research on the context of first language (L1) classrooms remains scarce. This study fills the research gap by examining how a translanguaging space was created in an L1 classroom to prepare students to inhabit a world with different linguistic and cultural practices.…

This study examines the complex interplay between language ideologies and oral reading assessments for Black English-speaking students within Reading Recovery, a literacy intervention for first graders. Using a comparative case study, I analyzed the practices of three teachers to explore how they code, interpret, and adapt running record…

This research employs a language ideologies framework to examine the language practices and beliefs of bilingual first grade students in an ESL classroom, in which the teacher valued and encouraged Spanish and translingual talk and writing. Using ethnographic methods of data collection and analysis, the findings pointed to the influence of both…

This qualitative study employed a discourse analysis methodology to compare Korean bilingual students in first and third grades by examining different functions and forms of translanguaging in Korean heritage language (HL) classrooms in the U.S. By identifying linguistic functions and forms of each translanguaging occurrence, the study presents…

This qualitative study utilized sociocultural and heteroglossic perspectives to examine the oral translanguaging practices of four Korean-American first-graders in a Korean heritage language (HL) classroom. The research method was discourse analysis. The students attended all-English American schools during the school week and a Korean HL school…

Purpose: This study examined the frequency of code-switching by Spanish-English-speaking children as a function of language proficiency in each language and diagnosis (developmental language disorder [DLD] or typical language development [TLD]). Method: Sixty-two Spanish-English-speaking children, 5-7 years of age, participated in this study (24…

The purpose of this study was to explore the ways emergent bilingual first-graders draw on multiple linguistic resources during reading assessments and the participation of their Spanish-dominant parents in those assessments, as children engaged in English and Spanish retelling tasks. Informed by a translanguaging lens, sociopsycholinguistic and…

In this article, the authors share their experiences creating and implementing a unit focused on supporting bilingual identities through integrating language domains and translanguaging with authentic writing experiences. Two dual-language first-grade teachers from Colombia and the US worked together to model, celebrate, and support the use of…

This article explores the interactional co-construction of identities among two first-grade students learning Spanish as a third language in a Spanish-English dual language classroom. Drawing on ethnographic and interactional data, the article focuses on a single interaction between these two "Spanish learners" and two of their…

Drawing on translanguaging and raciolinguistics frameworks in an ethnographic case study, this article contextualizes how young Black American children engage in rich literacy practices to validate their cultural and linguistic identities in an elementary, two-way immersion bilingual program. Findings demonstrated that despite teachers' perceived…

Using the transactional theory (Rosenblatt, 1995, 2001) and translanguaging pedagogy (García, 2009) as guiding lenses, this study explores how 1st-grade Korean-English bilingual students engage in storytelling and meaning construction using two languages when they encounter one of the chosen wordless picturebooks. The findings indicate that…