Teaching and learning for emergent bilinguals is often based on monolingual instructional assumptions which ignore how emergent bilinguals use their entire linguistic repertoire to communicate and make meaning. Bilingual pedagogies such as Preview-View-Review have the potential to support the development of biliteracy and meaning-making of…

This three-part dissertation explores the complexity of collaboratively designing and implementing translanguaging reading pedagogies for students classified as English learners in a second-grade English-medium classroom. With the increasing linguistic heterogeneity in the United States, public schools have a pressing need to develop culturally…