Translanguaging Perspectives on Writing Development and Pedagogy

Learning from Findings Across Teaching and Learning Contexts

Edited by:
Mileidis Gort, University of Colorado Boulder
Angie Zapata, University of Missouri
Margarita Gómez, Loyola University Maryland

A volume in the series: Research in Bilingual Education. Editor(s): Mileidis Gort, University of Colorado Boulder.

This edited volume 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 bilingual people draw from an integrated repertoire of language features, rather than use separate, named languages, to communicate and make meaning (Garcí a & Li Wei, 2012; Otheguy et. al. 2015) – 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. Overall, the volume 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.

CONTENTS
Dedication. Acknowledgements/Agradecimientos. Foreword: Re-imagining a New Paradigm for Writing Instruction and Pedagogy through the Translanguaging Corriente, Laura Ascenzi-Moreno, and Cecilia M. Espinosa. Introduccio n: Listening to and Lifting Up Bilingual Voices through la Corriente in Writing Development and Pedagogies, Mileidis Gort, Angie Zapata, Kate Seltzer, and Margarita Gómez. PART I: TRANSLANGUAGING IN WRITING IN K-12 CONTEXTS. 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 Gort. Bilingual Literary Calaveras: Translanguaging to Leverage Elementary Authentic Poetry Writing, Lucía Cárdenas Curiel, and Heather L. Reichmuth. Discovering an Adolescent Writer’s Language Repertoires: Translanguaging in a High School Writer’s Workshop, Thea Williamson. PART II: TRANSLANGUAGING IN WRITING BEYOND CLASSROOM CONTEXTS. Translanguaging to Transform Writing in an Afterschool Space: Exploring Multilingual and Multimodal Corrientes with Indigenous Latine/x Children's Art-Based Writings, Idalia Nuñez. “Ya lo mezclamos, no?”: Following the Translanguaging Corriente in a Multimodal Family Storytelling Workshop, Grace Cornell Gonzales, and Emily Machado. (Un)Taming My Languages: Latina Girls Composing Juntos within the Translanguaging Corriente, Tracey Flores and Katie Trautman. PART III: TRANSLANGUAGING IN WRITING IN TEACHER EDUCATION/LEARNING CONTEXTS. Speaking Your Truth: Bilingual Coaches Connecting Translanguaging to Writing Instruction, Susana Ibarra Johnson, and Mariana Castro. Lessons in (Un)Learning from a Teacher Educator: Exploring the Translanguaging Corriente with Elementary Writers, Margarita Gómez. “My Students Would Never Write Something Like That For Me”: Evolving a Critical Translanguaging Stance Toward Writing with Secondary ELA Teachers, Kate Seltzer. Conclusion: Enlivening Writers and Writing Through the Translanguaging Corriente, Angie Zapata. Contributors, Editor and Author Bios. Index.