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Direct linkMachado, Emily; Hartman, Paul – Journal of Literacy Research, 2019
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,…
Descriptors: Elementary School Students, Writing Instruction, Bilingualism, Phoneme Grapheme Correspondence
