Language Histories, Community Translanguaging, and Collective Repertoires: Multilingual Language Learning Interactions in a Second-Grade Writing Workshop
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| Title: | Language Histories, Community Translanguaging, and Collective Repertoires: Multilingual Language Learning Interactions in a Second-Grade Writing Workshop |
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| Language: | English |
| Authors: | Lindsey W. Rowe (ORCID |
| Source: | Reading Research Quarterly. 2025 60(4). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Grade 2 Primary Education |
| Descriptors: | Grade 2, Elementary School Students, Code Switching (Language), Multilingualism, Writing Workshops, English (Second Language), Language of Instruction, Interaction, Elementary School Teachers |
| DOI: | 10.1002/rrq.70050 |
| ISSN: | 0034-0553 1936-2722 |
| Abstract: | Using a community translanguaging lens, this paper focuses on the collective translanguaging practices of second-grade students who come from multilingual language backgrounds but were attending a school where English was the mandated language of instruction. The research question addressed is: How did students construct and employ a community language repertoire during writing interactions in a multilingual, English-medium classroom? Data were drawn from a year-long, qualitative study employing ethnographic and practitioner research methods to examine teacher and students' daily writing practices in one second-grade classroom. Data were analyzed using descriptive and thematic coding of students' language learning interactions. Findings illustrate how the community repertoire was drawn on and constructed as students: (1) talked about their own and others' language histories, (2) interacted with peers and materials to learn language(s), and (3) at times reproduced historical, macro-level discourses. Representative, interactional examples are used to illustrate and describe each theme in detail. Implications for theory and pedagogy are discussed, arguing that a focus on community translanguaging offers a more nuanced view of classroom language learning. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1487291 |
| Database: | ERIC |
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| Abstract: | Using a community translanguaging lens, this paper focuses on the collective translanguaging practices of second-grade students who come from multilingual language backgrounds but were attending a school where English was the mandated language of instruction. The research question addressed is: How did students construct and employ a community language repertoire during writing interactions in a multilingual, English-medium classroom? Data were drawn from a year-long, qualitative study employing ethnographic and practitioner research methods to examine teacher and students' daily writing practices in one second-grade classroom. Data were analyzed using descriptive and thematic coding of students' language learning interactions. Findings illustrate how the community repertoire was drawn on and constructed as students: (1) talked about their own and others' language histories, (2) interacted with peers and materials to learn language(s), and (3) at times reproduced historical, macro-level discourses. Representative, interactional examples are used to illustrate and describe each theme in detail. Implications for theory and pedagogy are discussed, arguing that a focus on community translanguaging offers a more nuanced view of classroom language learning. |
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| ISSN: | 0034-0553 1936-2722 |
| DOI: | 10.1002/rrq.70050 |
