Del i serien Research in Bilingual Education

Translanguaging Perspectives on Writing Development and Pedagogy

Learning from Findings Across Teaching and Learning Contexts

Häftad, Engelska, 2025

AvMileidis Gort,Angie Zapata,Kate Seltzer,Margarita Gómez

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Translanguaging Perspectives on Writing Development and Pedagogy takes up translanguaging perspectives on writing development and writing pedagogies across a variety of contexts. The chapters explore how a translanguaging lens – which is rooted in the idea that bi/multilingual people draw from an integrated repertoire of language features, rather than use separate, named languages, to communicate and make meaning - can shift and expand notions of writing practices and instruction. Individual chapters illustrate rich, descriptive studies of writing across three contexts: K-12 classrooms and schools, learning environments that extend beyond the classroom, and pre- and in-service teacher education, framing the book’s three-part organization.Highlighting meaningful collaborations with teachers, students, families, and community members, the volume offers innovative methodologies and approaches to research relationships in language- and literacy-learning spaces.Translanguaging Perspectives on Writing Development and Pedagogy advances a comprehensive view of translanguaging perspectives on writing and how such a perspective can shift traditional approaches to the research on and teaching of writing.

Produktinformation

Utgivningsdatum2025-12-05
Mått156 x 234 x 14 mm
Vikt388 g
FormatHäftad
SpråkEngelska
SerieResearch in Bilingual Education
Antal sidor256
FörlagEmerald Publishing Limited
ISBN9781805924845

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Mileidis Gort is Professor of Equity, Bilingualism, and Biliteracy and Associate Dean of Students at the University of Colorado Boulder’s School of Education, USA.Angie Zapata is Associate Professor of Language and Literacies Education at the University of Missouri, USA, and is a longtime teacher, teacher educator and researcher.Kate Seltzer is Associate Professor of ESL and Bilingual Education at Rowan University’s College of Education, USA.Margarita Gómez is Professor of Literacy Education at Loyola University Maryland, USA.

Introduction. Listening to and Lifting Up Bilingual Voices through la Corriente in Writing Development and Pedagogies; Mileidis Gort, Angie Zapata, Kate Seltzer, and Margarita GómezPart I. Translanguaging in Writing in K-12 ContextsChapter 1. Flowing with the Translanguaging Corriente: Centering Bilingualism in Elementary Report Writing Instruction through SFL Genre Pedagogy ;Devon Hedrick-Shaw, Molly Hamm-Rodríguez, Mary Beth Snow Balderas, Elizabeth Tetu, Nelia Peña, and Mileidis GortChapter 2. Bilingual Literary Calaveras: Practicing a Translanguaging Flow to Leverage Elementary Authentic Poetry Writing; Lucía Cárdenas Curiel and Heather L. ReichmuthChapter 3. Discovering an Adolescent Writer’s Language Repertoires: Translanguaging in a High School Writer’s Workshop; Thea WilliamsonPart II. Translanguaging in Writing Beyond Classroom ContextsChapter 4. Translanguaging to Transform Writing in an Afterschool Space: Exploring Multilingual and Multimodal Corrientes with Indigenous Latine/x Children's Art-Based Writings; Idalia NuñezChapter 5. Following the Translanguaging Corriente in a Multimodal Family Storytelling Workshop; Grace Cornell Gonzales and Emily MachadoChapter 6. Un Taming My Languages: Latina Girls Composing Juntos within the Translanguaging Corriente; Tracey T.Flores and Katie TrautmanPart III: Translanguaging in Writing in Teacher Education/Learning ContextsChapter 7. Speaking Your Truth: Bilingual Coaches Connecting Translanguaging to Writing Instruction; Susana Ibarra Johnson and Mariana CastroChapter 8. Lessons in (Un)Learning from a Teacher Educator: Exploring the Translanguaging Corriente with Elementary Writers; Margarita GómezChapter 9. Evolving a Critical Translanguaging Stance Toward Writing with Secondary ELA Teachers; Kate SeltzerConclusion. Enlivening Writers and Writing Through the Translanguaging Corriente; Angie Zapata

This well curated selection of papers presents writing development and pedagogy from a translanguaging perspectives, giving a well-rounded picture of what educators (teachers, coaches, researchers) experience while using and reflecting on translanguaging practices. The experiences of students in schools are further enriched by descriptions of programs outside school, where writers encounter greater flexibility in language use and a variety of programs, such as family literacy where mothers and children write and share their work. Each chapter starts with a vignette, bringing the reality of practices to the fore and drawing the interest of both practitioners and researchers. Collectively the chapters in the book provide a comprehensive literature review on translaguaging research and rich and varied data on writing, adding invaluable scholarship to the field of biliteracy and flexibility of language practices.