Translingual Practice, Strategic Participation, and Meaning-Making

Pacheco, Mark B.; Daniel, Shannon M.; Pray, Lisa; Jiménez, Robert T.

doi:10.1177/1086296x18820642

Cited by 54 publications

(34 citation statements)

References 44 publications

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“…This study also reinforces the notion that teachers need not speak all of their students’ languages to enact a translingual orientation in their English-medium classrooms (Pacheco, Daniel, Pray, & Jiménez, 2019; Zapata & Laman, 2016). Though Paul did not always fully understand his students’ writing in LBE, he trusted in their efforts.…”

Section: Discussionsupporting

confidence: 81%

Translingual Writing in a Linguistically Diverse Primary Classroom

Machado

Hartman

2019

Journal of Literacy Research

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Growing numbers of scholars in composition studies support translingual orientations in their postsecondary writing classrooms. However, translingual orientations are rarely extended to elementary school writers, who are often asked to compose exclusively in Dominant American English. Drawing on theories of translingualism and emergent biliteracy, we use case study methods to examine children’s translingual writing in a highly linguistically diverse second-grade classroom. We pay particular attention to students who had not had formal instruction in languages they tended to use orally, documenting the creative and strategic ways in which they wrote. Among other strategies, students repurposed English sound–symbol correspondences in developmental spelling, composed strings of non-Roman symbols, and remixed multilingual environmental print. They also engaged in translingual writing for a range of purposes, such as expressing pride, connecting with audiences, and indexing identities. Our findings suggest the potential of moving translingual perspectives beyond postsecondary contexts and into elementary classrooms.

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Section: Discussionsupporting

confidence: 81%

Translingual Writing in a Linguistically Diverse Primary Classroom

Machado

Hartman

2019

Journal of Literacy Research

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“…Moreover, as Ware (2008) suggested, more work must investigate the degrees to which students productively engage in multimodal composition, and similarly, more research should examine the quality of students’ designs. In line with work that has begun to explore different competencies within translingual practice (Canagarajah, 2012; Pacheco, Daniel, Pray & Jiménez, 2019), future research could explore students’ strategic participation in specific communicative contexts as they compose for varied audiences.…”

Section: Discussionmentioning

confidence: 96%

Emergent Bilingual Students and Digital Multimodal Composition: A Systematic Review of Research in Secondary Classrooms

Smith¹,

Pacheco²,

Khorosheva³

2020

Reading Research Quarterly

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With increasing cultural and linguistic diversity in today’s classrooms, a growing body of research continues to explore the varied ways in which digital tools and multiple modalities can tap into emergent bilingual students’ academic and linguistic strengths. To understand the empirical landscape of this growing research, the authors systematically reviewed the literature on emergent bilinguals and digital multimodal composition in secondary classrooms. Through an inductive approach, the authors analyzed 70 studies to understand key findings and characteristics of the extant research. Five main themes of findings emerged across the research. First, a majority of studies illustrated how digital multimodal composing supports emergent bilingual students’ identity expression. With expanded opportunities to share ideas through multiple modes, students used their projects to bridge transnational identities, (re)present themselves, and communicate in empowering ways. Second, nearly half of the studies emphasized how the integration of digital multimodal projects can reshape classrooms by challenging language ideologies, transforming the classroom as a locus for social justice, and expanding temporal and spatial boundaries as students compose for multiple audiences. Third, many studies demonstrated how emergent bilinguals develop as designers and leverage the unique semiotic resources of multiple modes when composing. Fourth, approximately a third of the studies showed how multimodal composition offers emergent bilinguals opportunities to expand their existing linguistic repertoires. Finally, a quarter of the studies illustrated the potential of multiple modes to mediate learning during composing processes. The authors discuss the implications of these themes and critical new directions for future research on digital multimodal composing with emergent bilingual students.

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“…Literacy scholars have studied how opening up space for translanguaging in literacy acts results in more diverse texts generated by students, as multilingual learners draw on their full linguistic repertoire to represent things that matter to them. This has been documented by scholars working in different settings with various age groups: early childhood (Gort, 2015;Gort & Sembiante, 2015;Pacheco & Miller, 2016), elementary and middle schools (Fu, 2003(Fu, , 2009Martínez, 2010;Pacheco et al, 2019;Velasco & García, 2014), high schools (de los Ríos Martin-Beltrán, 2014;Seltzer, 2019;Seltzer & Collins, 2016;Stewart & Hansen-Thomas, 2016), and especially universities (Horner, Lu, Royster, & Trimbur, 2011).…”

Section: Generating Students' Diverse Textsmentioning

confidence: 92%

Translanguaging and Literacies

Garcı́a

Kleifgen

2019

Reading Research Quarterly

248

138

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The authors trace the development of the concept of translanguaging, focusing on its relation to literacies. The authors describe its connection to literacy studies, with particular attention to bi/multilingual reading and writing. Then, the authors present the development of translanguaging as a sociolinguistic theory, discuss its formulations, and describe what is unique about translanguaging: its beginnings and grounding in educational practice and attention to the performances of multilinguals. The authors argue that multilingualism and bi/multiliteracies cannot be fully understood as simply the use of separate conventionally named languages or separate modes. Instead, translanguaging in literacies focuses on the actions of multilingual readers and writers, which go beyond traditional understandings of language, literacy, and other concepts, such as bi/multilingualism and bi/multilingual literacy. The authors show how multilinguals do language and literacy and how they do so in school. The authors review case studies that demonstrate how a translanguaging literacies framework is used to deepen multilingual students’ understandings of texts, generate students’ more diverse texts, develop students’ sense of confianza (confidence) in performing literacies, and foster critical metalinguistic awareness. The authors end by discussing implications for literacy pedagogy, as well as literacy research, that centers multilingual students.

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Translingual Practice, Strategic Participation, and Meaning-Making

Cited by 54 publications

References 44 publications

Translingual Writing in a Linguistically Diverse Primary Classroom

Translingual Writing in a Linguistically Diverse Primary Classroom

Emergent Bilingual Students and Digital Multimodal Composition: A Systematic Review of Research in Secondary Classrooms

Translanguaging and Literacies

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