This paper draws on Bakhtins notion of heteroglossia to expand theorizations of community translanguaging. Ethnographic and practitioner inquiry methods are used to explore the multiple voices that multilingual elementary students adopted and adapted in their digital, translingual texts. Findings illustrate how children drew from multiple voices,…

Drawing on surveys and interviews with college writing instructors and students at a public university in the United States, this mixed methods study revealed that in many cases instructors adopted translingual orientations, whereas students were committed to norms in their views of writing across differences. Students' orientations to language as…

The purpose of this qualitative project is to examine the use of a noticing assignment in one fourth-grade dual language arts classroom. We, the authors, consider the texts most interesting to students and how these texts relate to humanizing and responsive writing pedagogies. Learning to write in K-12 schooling contexts is often dictated by…

In recent years, scholars have voiced the need for research which focuses on the ability of multilinguals to write across multiple languages rather than on the limitations that they face when composing in a non-native language. In order to better understand multilingual writers as resourceful and creative problem-solvers, the current study aims to…

In this article, we show how two transnational youth, with the instructional support of their teacher, recruited their languages and lifeworlds, particularly their border-crossing experiences, as tools for engaging with school-based literacy practices. We analyze literary texts that the students composed, showing how the students' uses of their…

The present study is based on interviews of students (n = 48) and instructors (n = 27) from various disciplines in a North American research university and explores participants' comments on examples of some students' unacknowledged texts appropriated and drawn from published sources, classroom learning, or unidentified prior reading. Although…

This article explores the writing opportunities provided to Spanish-speaking and mandarin speaking English Language Learners at the fourth and fifth-grade level across the various classroom settings in which they participated daily: an all-English speaking classroom, an English-as-a-second language (ESL) classroom, and a native-language classroom.…

Investigates the relative effects of directing adolescents' attention, either toward the "correctness" of their speech or toward the expression of their attitudes, on the amount, fluency, and syntactic structure of speech produced in a subsequent standardized interview. (HOD)

Describes two studies designed to determine how community college students in remedial freshman English sections defined a written "sentence." Concludes that subjects associated a complete written sentence with a verb-noun sequence of a certain requisite length and with a word string containing a prepositional phrase. (ET)

Describes the attitudes of Black and White, male and female, middle- and lower-class adolescents and preadolescents in response to tape-recorded samples of standard English and Black English. (HOD)

Examines the discourse in an English as a second or other language (ESoL) classroom in a best-case scenario that contrasted dramatically with more typical school settings. Samples student critical turns (SCTs) across a six-week literature-rich science unit. Shows that the teacher played a crucial role in extended dialogue among students. (SG)

In this essay, I address the problem of White racism in the classroom, proposing a way of reading racist discourse that takes into account its emotional dimensions and hence its persuasive appeal for White students. This way of reading begins with the insight that racist language functions metaphorically, and that it acts as a rhetorical bridge…

The attempt to teach deep structure recovery skills to poor readers was unsuccessful, perhaps because of student attitudes. (JH)

This article presents case studies of three adolescent girls' literacy-related school experiences over a three-year period, focusing on the girls' own accounts of their instructional and institutional interactions. Drawing on poststructural and constructivist theories of positioning and identity, we explore how particular resources were put into…