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.
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.