Multilingual learners (MLs) bring numerous resources to science learning contexts. In classrooms, multilingual learners have expansive linguistic repertoires to draw upon for information-seeking (Gynne & Bagga-Gupta, 2015), collaboration (French, 2016; Garcia & Sylvan, 2011), and learning (Vygotsky, 1978). However, within US secondary…

Recently, there has been a surge of literature on the implementation of translanguaging pedagogy and practices in science education settings. By activating and validating learners' full communicative repertoire, translanguaging holds promise to build an inclusive science learning community where multilingual learners' ways of knowing are not only…

Multimodal text types hold promise for promoting classroom discourse. Because of the ways that language combines with various other modes such as sound and movement, video-based texts can offer access points for meaning-making and engagement that print-only text cannot. Through the lens of New Literacies, this mixed methods study examines one…

In countries such as Australia, the bi/multilingual student demographic is increasing. Bi/multilingual students are commonly learning alongside monolingual students and also Indigenous and first- and second-generation immigrant students who have a great range of exposure to heritage languages. In this article, we explore how literacies and…

A historically responsive literacy (HRL) approach (Muhammad, 2020a, 2020b) fosters literary pursuits in learners, preparing them to transcend skill development and use literacy to shape a more just and compassionate world. Despite its transformative potential, not enough is known about HRL application with multilinguals, especially in secondary…

This book explores the ways in which transcultural pedagogies can support learning and literacies in critical, creative and socially just ways, highlighting research initiatives from across the globe. Each chapter provides a different and innovative perspective with respect to reimagining language and literacy pedagogies in conjunction with…

It has been widely recognised that plurilingual pedagogy offers many benefits both for language learning and learning in general. However, in contexts where the linguistic profile of students is diverse, it can still be challenging for teachers to view working with the language resources of their students as feasible. In this article, we discuss…

Language separation policies in two-way bilingual education (TWBE) reflect ideologies of double monolingualism (Heller, 1995) and ignore the sociolinguistic realities of bi/multilingual students (García & Lin, 2017). This case study investigates the design and implementation of collaborative multilingual identity text projects (Prasad, 2018)…

The use of linguistic landscapes (LLs) to expand the respect for and knowledge of minoritized language use has extended into classroom practice and teacher preparation. Nuanced racialized understandings of language that include multimodal and multilingual realities, however, complicate the potential for educators to make sense of the language they…

Multimodal composing is the construction of meanings through a combination of semiotic modes such as visual, audio, and textual to create multimodal texts. Studies have investigated the application of multimodal composing in the English language, in content area classrooms, and within various educational ESL and EFL contexts. However, the…

While a wealth of research shows the social and academic benefits of bilingualism and multilingualism, the education of bi/multilingual learners often focuses on transitioning students to English. Based on this fact, the first aim of this article is to highlight translanguaging as a model that challenges monoglossic language ideologies. The second…

This article undertakes a textual analysis of an autobiographically informed novel, "American Street," to analyze the process of identity formation of a Black Haitian immigrant youth in the United States. Black immigrant youth remain an understudied demographic in literacy research compared with their Latinx and Asian immigrant…

While studies have shown benefits of plurilingual pedagogies on students' experiences learning languages, more research is needed to examine how these pedagogies can be enacted in foreign language programmes in digital environments. Moreover, prioritising oral engagement has been an urgent need among teachers who use synchronous platforms such as…

Transnational youth use digital media to affiliate with diverse cultural and linguistic practices, as demonstrated through the use of multiple languages and hybrid linguistic codes, media genres and multimodal expressions in the youths' online communication and writing (Black, 2009; Domingo, 2014; Kim, 2016). This study introduces a learning…

This article examines translanguaging that occurs in and as a community. Expanding the notion of translanguaging, we conceptualize "community translanguaging" as collaborative meaning-making among children, their family and community members, and their collective semiotic resources. Using a family literacy project as the research site,…