Translingual Writing in a Linguistically Diverse Primary Classroom

Abstract

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.

Scientific modeling and translanguaging: A multilingual and multimodal approach to support science learning and engagement

“…In response to these challenges, researchers have identified supports for translanguaging in English‐dominant classrooms. This study has primarily focused on literacy learning, and most studies have taken place in elementary classrooms and focus on students' linguistic resources (Daniel et al, 2019; Machado & Hartman, 2019; Ranker, 2009; L. W. Rowe, 2020; Zapata & Laman, 2016). These studies have identified several promising strategies for supporting multilingual and multimodal composing.…”

“…Strategies that invite and leverage multiple languages include modeling multilingual composing (Machado & Hartman, 2019), introducing multilingual mentor texts (Seltzer, 2020; Zapata & Laman, 2016), and leveraging digital tools, including multimodal eBooks and machine translation tools like Google Translate, to mediate heritage‐language use (D. W. Rowe & Miller, 2016; L. W. Rowe, 2020; Vogel et al, 2018). In addition, researchers have found that emphasizing disciplinary reasons for translanguaging can support multilingual and multimodal composing (Canagarajah, 2013; Durán, 2016; García & Kleyn, 2016; L. W. Rowe, 2018).…”

“…To date, this study has primarily focused on literacy learning. Most studies have taken place in elementary classrooms and focus on students' linguistic resources (Daniel et al, 2019; Machado & Hartman, 2019; Ranker, 2009; L. W. Rowe, 2020; Zapata & Laman, 2016), although some studies have taken place in secondary classrooms and focus on students' multimodal resources for meaning‐making and expression (see Smith et al, 2020 for a review of research about multimodal composition in both dual‐language and English‐centric secondary classrooms). Together, these studies have identified several promising strategies for supporting multilingual and multimodal composing, including: Explicitly valuing students' language and cultures (García & Kleifgen, 2019; L. W. Rowe, 2018), modeling multilingual composing (Machado & Hartman, 2019), introducing multilingual mentor texts (Zapata & Laman, 2016), leveraging digital tools to mediate heritage‐language use (D. W> Rowe & Miller, 2016; L. W. Rowe, 2020; Vogel et al, 2018), and emphasizing disciplinary reasons for translanguaging (Canagarajah, 2013; García & Kleyn, 2016).…”

Rethinking the Role of Knowledge in the Literacy Classroom

“…Developing students’ linguistic knowledge begins with viewing nondominant language practices as assets rather than deficits. For example, Machado and Hartman (2019) found that elementary English learners’ confidence and writing improved when engaging in translanguaging practices that allowed them to draw from their knowledge of all of their languages. Additionally, incorporating linguistic aspects of hip‐hop, such as call‐and‐response, into pedagogy has also been found to improve students’ science learning (Adjapong & Emdin, 2015).…”

“…Discussions around whose knowledge matters must extend to the pedagogical approaches that teachers utilize to support learners in using knowledge that is often underappreciated in academic settings. For example, the practice of translanguaging, which seeks to flexibly utilize the multiple languages that multilingual students have, can help learners of all ages develop deeper text comprehension, as well as support their metalinguistic awareness (García & Kleifgen, 2019; Machado & Hartman, 2019).…”