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…

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…

School literacy in North America continues to focus on society's dominant languages. Literacy curriculum -- particularly during early grades -- has an urgency for children to quickly master emergent literacy skills in the official languages, vindicating the exclusion of literacy in other minoritized languages that multilingual children bring to…

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 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…

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…

This paper draws on qualitative research that examines the biliteracy practices of Black Language (BL) speakers in an elementary, two-way immersion (TWI), dual-language bilingual program, using Raciolinguistics as a theoretical lens. Specific questions that guided the study addressed the features of communicative contexts where BL was utilized and…

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.…

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 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…

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…

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 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…

Bilingual education can promote a sense of school belonging for students through a shared valuing of students' home languages and cultures. This article explores how bilingual education contributes to sense of belonging for students who have more than one home language and are becoming trilingual in school. This qualitative study examines how a…

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…