2018/08/13 by Eurydice Bouchereau Bauer, Eurydice Bauer, Soria Elizabeth Colomer +2
Arts and Humanities · Psychology · Social Sciences · #Multilingual Education and Policy #Reading and Literacy Development #Second Language Learning and Teaching
paper · doi:10.1177/0042085918789743
crossref issued 2018/08/13 · crossref published 2018/08/13 · crossref published-online 2018/08/13 · openalex publication_date 2018/08/13 · crossref created 2018/08/14 · crossref published-print 2020/03/01 · openalex created_date 2025/10/10 · crossref deposited 2026/05/01 · crossref indexed 2026/07/30 · openalex updated_date 2026/07/30
This article uses a translanguaging framework, together with critical case sampling and qualitative analysis, to explore how six students approached literacy in an integrated dual-language (DL) program in a low-income, working-class, predominantly African American school. Students’ translanguaging practices encompassed a broad repertoire of features that included home language, academic language, metalinguistic awareness, and lived experiences across home, school, and community contexts—many of which likely to go unexamined with traditional standardized testing. Educators working with minoritized DL students are encouraged to adopt a translanguaging lens when assessing students’ bilingualism and biliteracy to more fully capture students’ linguistic repertoire.