Code‐Meshing and Writing Instruction in Multilingual Classrooms

Lee, Alice Y.; Handsfield, Lara J.

doi:10.1002/trtr.1688

Cited by 45 publications

(20 citation statements)

References 28 publications

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“…Although this writing was not conventional, it offered them an opportunity to show their languages rather than simply talk about them. Their writing contributes to and extends existing literature that describes young multilingual children’s audience awareness (e.g., Durán, 2017; A. Y. Lee & Handsfield, 2018).…”

Section: Resultssupporting

confidence: 52%

“…Michael-Luna & Canagarajah (2007) documented how a bilingual first-grade teacher encouraged children to code-mesh in their speech and writing, leading a student named Leo to compose the code-meshed sentence, “The bug está muerto ,” rather than “The bug is dead,” because the Spanish phrase “had a more profound network of meaning for Leo and his multilingual audience” (p. 68). A. Y. Lee and Handsfield (2018) explored code-meshing in a fourth-grade classroom, describing how students collaboratively wrote in the style of a published bilingual picturebook, with attention to their bilingual audience.…”

Section: Language and The Writing Classroommentioning

confidence: 99%

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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: Resultssupporting

confidence: 52%

Section: Language and The Writing Classroommentioning

confidence: 99%

Translingual Writing in a Linguistically Diverse Primary Classroom

Machado

Hartman

2019

Journal of Literacy Research

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“…For example, Michael‐Luna and Canagarajah (2007) documented how first graders brought Spanish phrases into English compositions to connect more deeply with multilingual audiences. Similarly, Lee and Handsfield (2018) documented how a preschool teacher affirmed children’s code‐meshing as she transcribed their emergent writing and preserved their use of features associated with African American Language. Lee and Handsfield also described how a fourth‐grade bilingual teacher invited students to compose code‐meshed writing in Spanish and English, using a published picturebook as a mentor text (Dorfman & Cappelli, 2007), or writing model.…”

Section: Early Writing Instruction In the Age Of The Trans‐ Turnmentioning

confidence: 99%

“It Took Us a Long Time to Go Here”: Creating Space for Young Children’s Transnationalism in an Early Writers’ Workshop

Machado

Hartman

2020

Reading Research Quarterly

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Although growing numbers of children engage in transnational literacy practices in their homes and communities, these practices are rarely invited into the early literacy classroom, where teachers face increasing pressure to standardize instruction. In this qualitative, participatory case study, we examined how one early literacy teacher created space for young children to explore transnationalism within his primary‐level writers’ workshop. Drawing on theories associated with the trans‐ turn in scholarship and using portraiture in analysis, we document how this teacher modified his published literacy curriculum to center students’ translingual and transnational literacy practices. We also describe how three young children took up invitations to compose poetry that explored their transnational identities and experiences, highlighting how explorations of transnationalism enriched their writing. Ultimately, we suggest that early literacy teachers, including those working within the confines of increasingly standardized curricula, can create spaces for children to explore and express the fullness of their lives, including their transnationalism. We conclude with implications of this work for teaching and future research.

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“…However, a growing body of research has highlighted the promise of teaching that values AAL. For example, Lee and Handsfield (2018) described how, as she transcribed a student's emergent writing, a preschool teacher resisted the impulse to recast the student's AAL speech into DAE. Specifically, she wrote, "My mom is funny when she tickle me" (p. 159), exactly as her student had said it, drawing on the AAL pattern of removing the -s in third-person singular form.…”

Section: Aal and The Early Literacy Classroommentioning

confidence: 99%