Spontaneous Biliteracy: Examining Latino Students' Untapped Potential

Reyes, María de la Luz

doi:10.1080/00405841.2012.726052

Cited by 37 publications

(13 citation statements)

References 6 publications

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“…W. Rowe & Miller, 2016). They can also recognize and leverage students’ “spontaneous biliteracy” (de la Luz Reyes, 2012), valuing multilingual resources as they emerge within English-centric spaces. Rather than framing students’ uses of Spanish as markers of deficiency, teachers can recognize, praise, and investigate student language use to inform classroom meaning-making (Martínez, 2010).…”

Section: Literature Reviewmentioning

confidence: 99%

Translingual Practice, Strategic Participation, and Meaning-Making

Pacheco

Daniel

Pray

et al. 2019

Journal of Literacy Research

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This case study examines one third-grade teacher’s strategic participation in translingual practice and the ways that this participation shaped emerging bilingual students’ meaningful engagements with texts. Using a transliteracies perspective, we describe instances of emergence and resonance as students and their teacher leveraged resources coded in English, Arabic, and Spanish to co-construct meaning. Analysis of small-group guided reading, buddy reading, and an interactive read-aloud detail how the teacher used entextualizing, envoicing, and recontextualizing strategies to support students’ participation. Analysis of postinstruction interviews describes how resources, expertise, and emotion resonated within each literacy event and across time for this teacher. We conclude with recommendations for including translingual pedagogies in similar classroom contexts, arguing for the importance of recognizing and developing teachers’ translingual competence, as well as their emerging multilingualism.

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Section: Literature Reviewmentioning

confidence: 99%

Translingual Practice, Strategic Participation, and Meaning-Making

Pacheco

Daniel

Pray

et al. 2019

Journal of Literacy Research

View full text Add to dashboard Cite

show abstract

“…Research has demonstrated several advantages of encouraging home language use in the classroom (Park, 2013;Reyes de la Luz, 2012;Kiramba & Harris, 2019). Park (2013) showed how a student used a dual frame of reference to critically analyze her learning contexts in Guinea and the US.…”

Section: Invisible Multilingualism In the Classroommentioning

confidence: 99%

Transformative interviewing and the experiences of multilingual learners not labeled “ELL” in US schools

Catalano

Kiramba

Viesca

2020

Bilingual Research Journal

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Recent research has documented the ways that schools adapt to increasingly multilingual and multicultural student bodies. This qualitative study explores the schooling experiences of nine K-12 multilinguals not identified as English language learners in US schools. Using "deep interviewing" strategies, the authors expose the racializing function of language, but also semiotic processes such as markedness, iconicity, and erasure and sociological concepts such as habitus that are revealed through analysis of the participants' discourse about language and schooling. Additionally, the authors illustrate how transformative interviewing practices can spur development of learners' own agency in creating more equitable learning contexts for themselves. digitalcommons.unl.edu

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“…For many young children, however, opportunities to become biliterate through systematic instruction may be limited in schools, where dominant ideologies often frame their languages as barriers for learning (Morren López, 2012). These children may develop spontaneous biliteracy , or the “acquisition of literacy in two languages without prescribed instruction in both languages” (de la luz Reyes, 2012, p. 248) through participation in their homes and communities. Spontaneous biliteracy reveals how children engage in multilingual meaning-making, such as repurposing English letter–sound correspondences in writing (e.g., spelling the Spanish huele as “wele”; see Durán, 2018, p. 82).…”

Section: Theoretical Perspectives: Emergent Biliteracy and Translingumentioning

confidence: 99%

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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Spontaneous Biliteracy: Examining Latino Students' Untapped Potential

Cited by 37 publications

References 6 publications

Translingual Practice, Strategic Participation, and Meaning-Making

Translingual Practice, Strategic Participation, and Meaning-Making

Transformative interviewing and the experiences of multilingual learners not labeled “ELL” in US schools

Translingual Writing in a Linguistically Diverse Primary Classroom

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