Although English-Chinese bilingual development has been studied in community contexts, it has not been adequately addressed in the K-12 Chinese immersion classrooms despite the increasing number of Chinese immersion programs across the United States. To inform effective pedagogies in Chinese immersion classrooms, this study reports on a nine-month…

Scholarship suggests that bilingual students' translanguaging skills -- their multilingual and multimodal communicative competencies -- should be leveraged as a valuable meaning-making resource and that translanguaging pedagogies can disrupt linguistic hierarchies and the ideologies of race, class, and nationhood that constitute them.…