How do you read the word "Puke?" It depends on what language you assign to the word--Te Reo Maori or English. This article discusses this politics of "assigning language" and what epistemological and historical contexts shape that process, based on the author's ethnographic fieldwork at a secondary school in Aotearoa/New…

This study applies investment theory to explore how identity, ideology, and capital influence teachers' translanguaging practices in a Chinese-English DLBE program, with a focus on "problematic translanguaging." Drawing on classroom observations, teacher interviews, and classroom discourse, it identifies "problematic…

In this article, the authors describe how their NPD project aims to support bilingual classroom teachers' understanding and implementation of translanguaging as theory and practice. They share two practical tools they developed to help teachers approach formative assessment through a translanguaging lens. The first tool is a classroom conversation…

Daily language interactions predict child outcomes. For multilingual families who rear neurodiverse children and who may be minoritized for their language use, a dearth of research examines families' daily language interactions. Utilizing a language socialization framework and a case study methodology, 4,991 English and Spanish utterances from a…

In today's globalised and networked life ecologies, the language socialisation and literacy experiences of children around the globe are increasingly multilingual. Children encounter new languages early on in kindergarten and school and many children speak home languages other than the community language. Science and education have a joint…

This study explores the translingual writing and making practices of bilingual mothers and their children in a library-based storytelling workshop, where writing and language were positioned as two of many materials that could be used to share stories. Situating this work within literature that positions libraries as "pockets of hope"…

Assessing cognitive demand is crucial for research on self-regulated learning; however, discrepancies in translating essential concepts across languages can hinder the comparison of research findings. Different languages often emphasize various components and interpret certain constructs differently. This paper aims to develop a translingual set…

To understand how verbal, visual, and actional modalities serve dual language bilingual education instruction and learning in the preschool activity of Morning Circle (MC), we ask: (a) What is the nature of teachers' transmodal practices to facilitate MC activity? (b) How do teacher pairs orchestrate transmodal practices across MC activities?…

Purpose: Functional language proficiency is presented as a conceptual framework that builds upon cultural--linguistic assets in bilingually developing children and bridges the theory of natural translation, translanguaging, and language brokering practices. A novel task was developed based on this framework for quantifying Spanish-English…

Our country, which is today the Dominican Republic, is a Spanish speaking country due to the historical and well known fact that the then Hispaniola Island or Santo Domingo was split into two different colonies by effect of the Aranjuez Treaty (1777), held between the two Colonial Metropolis of Spain and France thus establishing the French…

This book explores pedagogical implications for how children read, write, respond to literature, and begin to learn an additional language in the home context. Using a longitudinal ethnographic study, it explores a bilingual child's literacy development over a span of four years from kindergarten to the third grade in a real-life home context in…

This study explores the perspectives of the two authors, who have very different language backgrounds, reflecting the subtleties of first and additional language development. We distinguish between a 'literacy-track' (i.e. starting from written language) and an oracy track (starting from spoken language). We draw on duoethnography for our dialogic…

This article highlights research collected during a year-long critical participatory ethnographic study at a primary school in Trinidad and Tobago. The study presents the experiences of two teacher collaborators who engage in the processes of problem identification, design and implementation of a language-friendly plan, reflective practice and…