Creating a translanguaging space in a bilingual community-based writing program

References

• Alarcón, F. (2005). Laughing tomatoes: And other spring poems/Jitomates risueños: Y otros poemas de primavera. Children’s Book Press.
   Google Scholar
• Alvarez, S., & Alvarez, S. P. (2016). “La biblioteca es importante”: A case study of an emergent bilingual public library in the Nuevo US South. Equity & Excellence in Education, 49(4), 403–413. doi:10.1080/10665684.2016.1226092
   Web of Science ®Google Scholar
• Anzaldúa, G. (1987). Borderlands/La frontera: The new Mestiza. Aunt Luke Books.
   Google Scholar
• Axelrod, Y., & Cole, M. (2018). ‘The pumpkins are coming … vienen las calabazas … that sounds funny’: Translanguaging practices of young emergent bilinguals. Journal of Early Childhood Literacy, 18(1), 129–153. doi:10.1177/2F1468798418754938
   Web of Science ®Google Scholar
• Bajaj, M., Ghaffar-Kucher, A., & Desai, K. (2016). Brown bodies and xenophobic bullying in US schools: Critical analysis and strategies for action. Harvard Educational Review, 86(4), 481–505. doi:10.17763/1943-5045-86.4.481
   Web of Science ®Google Scholar
• Bakhtin, M. (1981). The dialogic imagination: Four essays. University of Texas Press.
   Google Scholar
• Bauer, E. B., & Gort, M. (Eds.). (2012). Early biliteracy development: Exploring young learners’ use of their linguistic resources. Routledge.
   Google Scholar
• Bavaria, M. (2017, January 3). Philadelphia, once a pioneer in bilingual education, now lags. Philadelphia Public School: The Notebook. Retrieved from https://thenotebook.org/articles/2017/01/03/philadelphia-once-a-pioneer-in-bilingual-education-now-lags/
   Google Scholar
• Bergold, J., & Thomas, S. (2012). Participatory research methods: A methodological approach in motion. Forum: Qualitative Social Research, 13(1), 191–222. Retrieved from http://www.qualitative-research.net/index.php/fqs/article/view/1801/3334
   Google Scholar
• Blackledge, A., & Creese, A. (2009). Meaning-making as dialogic process: Official and carnival lives in the language classroom. Journal of Language, Identity, and Education, 8(4), 236–253. doi:10.1080/15348450903130413
   Web of Science ®Google Scholar
• Blackledge, A., & Creese, A. (2017). Translanguaging and the body. International Journal of Multilingualism, 14(3), 250–268. doi:10.1080/14790718.2017.1315809
   Web of Science ®Google Scholar
• Bloome, D., Carter, S. P., Christian, B. M., Otto, S., & Shuart-Faris, N. (2004). Discourse analysis and the study of classroom language and literacy events: A microethnographic perspective. Routledge.
   Google Scholar
• Brinson, J. A., & Smith, S. D. (2014). Racialized schools: Understanding and addressing racism in schools. Routledge.
   Google Scholar
• Burgess, A., & Ivanič, R. (2010). Writing and being written: Issues of identity across timescales. Written Communication, 27(2), 228–255. doi:10.1177/2F0741088310363447
   Web of Science ®Google Scholar
• Burnett, C., Merchant, G., Pahl, K., & Rowsell, J. (2014). The (im)materiality of literacy: The significance of subjectivity to new literacies research. Discourse: Studies in the Cultural Politics of Education, 35(1), 90–103. doi:10.1080/01596306.2012.739469
   Web of Science ®Google Scholar
• Bussert-Webb, K. M., Masso, H. M., & Lewis, K. A. (2018). Latinx children’s push and pull of Spanish literacy and translanguaging. The Qualitative Report, 23(11), 2648–2669. Retrieved from https://nsuworks.nova.edu/tqr/vol23/iss11/4/
   Web of Science ®Google Scholar
• Canagarajah, S. (2011). Translanguaging in the classroom: Emerging issues for research and pedagogy. Applied Linguistics Review, 2(2011), 1–28. doi:10.1515/9783110239331.1
   Google Scholar
• Cenoz, J., & Gorter, D. (2017). Minority languages and sustainable translanguaging: Threat or opportunity? Journal of Multilingual and Multicultural Development, 38(10), 901–912. doi:10.1080/01434632.2017.1284855
   Web of Science ®Google Scholar
• Compton-Lilly, C., & Halverson, E. (Eds.). (2014). Time and space in literacy research. Routledge.
   Google Scholar
• Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? The Modern Language Journal, 94(1), 103–115. doi:10.1111/j.1540-4781.2009.00986.x
   Web of Science ®Google Scholar
• Creese, A., & Blackledge, A. (2015). Translanguaging and identity in educational settings. Annual Review of Applied Linguistics, 35, 20–35. doi:10.1017/S0267190514000233
   Web of Science ®Google Scholar
• Creese, A., Blackledge, A., & Hu, R. (2018). Translanguaging and translation: The construction of social difference across city spaces. International Journal of Bilingual Education and Bilingualism, 21(7), 841–852. doi:10.1080/13670050.2017.1323445
   Web of Science ®Google Scholar
• de la Luz Reyes, M. (2012). Spontaneous biliteracy: Examining Latino students’ untapped potential. Theory into Practice, 51(4), 248–255. doi:10.1080/00405841.2012.726052
   Web of Science ®Google Scholar
• de Los Ríos, C. V., Martinez, D. C., Musser, A. D., Canady, A., Camangian, P., & Quijada, P. D. (2019). Upending colonial practices: Toward repairing harm in English education. Theory Into Practice, 58(4), 359–367. doi:10.1080/00405841.2019.1626615
   Web of Science ®Google Scholar
• de Los Ríos, C. V., & Seltzer, K. (2017). Translanguaging, coloniality, and English classrooms: An exploration of two bicoastal urban classrooms. Research in the Teaching of English, 52(1), 55–76. Retrieved from https://secure.ncte.org/library/NCTEFiles/Resources/Journals/RTE/0521-aug2017/RTE0521Translanguaging.pdf
   Web of Science ®Google Scholar
• Dyson, A. H. (Ed.). (2016). Child cultures, schooling, and literacy: Global perspectives on composing unique lives. Routledge.
   Google Scholar
• Dyson, A. H., & Genishi, C. (2005). On the case: Approaches to language and literacy research. Teachers College Press.
   Google Scholar
• Flores, N., & Lewis, M. (2016). From truncated to sociopolitical emergence: A critique of super-diversity in sociolinguistics. International Journal of the Sociology of Language, 241, 97–124. doi:10.1515/ijsl-2016-0024
   Google Scholar
• Flores, N., Lewis, M. C., & Phuong, J. (2018). Raciolinguistic chronotopes and the education of Latinx students: Resistance and anxiety in a bilingual school. Language & Communication, 62, 15–25. doi:10.1016/j.langcom.2018.06.002
   Web of Science ®Google Scholar
• García, O., Flores, N., & Woodley, H. (2015). Constructing in-between spaces to “do” bilingualism: A tale of two high schools in one city. In J. Cenoz & J. Gorter (Eds.), Multilingual education: Between language learning and translanguaging (pp. 199–225). Cambridge University Press.
   Google Scholar
• García, O., Ibarra Johnson, S., & Seltzer, K. (2017). The translanguaging classroom: Leveraging student bilingualism for learning. Caslon Publishing.
   Google Scholar
• García, O., & Kleyn, T. (2016). Translanguaging theory in education. In O. García & T. Kleyn (Eds.), Translanguaging with multilingual students: Learning from classroom moments (pp. 9–33). Routledge.
   Google Scholar
• Gast, M. J., Okamoto, D. G., & Feldman, V. (2017). “We only speak English here”: English dominance in language diverse, immigrant after-school programs. Journal of Adolescent Research, 32(1), 94–121. doi:10.1177/0743558416674562
   Web of Science ®Google Scholar
• Gort, M. (2012). Code-switching patterns in the writing-related talk of young emergent bilinguals. Journal of Literacy Research, 44(1), 45–75. doi:10.1177/2F0743558416674562
   Web of Science ®Google Scholar
• Gort, M., & Sembiante, S. F. (2015). Navigating hybridized language learning spaces through translanguaging pedagogy: Dual language preschool teachers’ languaging practices in support of emergent bilingual children’s performance of academic discourse. International Multilingual Research Journal, 9(1), 7–25. doi:10.1080/19313152.2014.981775
   Web of Science ®Google Scholar
• Gorter, D., & Cenoz, J. (2015). Translanguaging and linguistic landscapes. Linguistic Landscape, 1(1–2), 54–74. doi:10.1075/ll.1.1-2.04gor
   Google Scholar
• Guzzetti, B. J., & Gamboa, M. (2004). Zines for social justice: Adolescent girls writing on their own. Reading Research Quarterly, 39(4), 408–436. doi:10.1598/RRQ.39.4.4
   Web of Science ®Google Scholar
• Harman, R. (2013). Literary intertextuality in genre-based pedagogies: Building lexical cohesion in fifth-grade L2 writing. Journal of Second Language Writing, 22(2), 125–140. doi:10.1016/j.jslw.2013.03.006
   Web of Science ®Google Scholar
• Heath, S. B. (1983). Ways with words: Language, life and work in communities and classrooms. Cambridge University Press.
   Google Scholar
• Herrera, J. F. (1995). Calling the doves. Children’s Book Press.
   Google Scholar
• Hyland, K. (2003). Genre-based pedagogies: A social response to process. Journal of Second Language Writing, 12(1), 17–29. doi:10.1016/S1060-3743(02)00124-8
   Web of Science ®Google Scholar
• Jones, S. (2006). Girls, social class, and literacy: What teachers can do to make a difference. Heinemann Educational Books.
   Google Scholar
• Kim, S. (2018). “It was kind of a given that we were all multilingual”: Transnational youth identity work in digital translanguaging. Linguistics and Education, 43, 39–52. doi:10.1016/j.linged.2017.10.008
   Web of Science ®Google Scholar
• Kim, S., & Song, K. H. (2019). Designing a community translanguaging space within a family literacy project. The Reading Teacher, 73(3), 267–279. doi:10.1002/trtr.1820
   Web of Science ®Google Scholar
• Kiramba, L. K. (2017). Translanguaging in the writing of emergent multilinguals. International Multilingual Research Journal, 11(2), 115–130. doi:10.1080/19313152.2016.1239457
   Web of Science ®Google Scholar
• Kohli, R., Pizarro, M., & Nevárez, A. (2017). The “new racism” of K–12 schools: Centering critical research on racism. Review of Research in Education, 41(1), 182–202. doi:10.1080/19313152.2016.1239457
   Web of Science ®Google Scholar
• Lankshear, C., & Knobel, M. (2003). New literacies: Changing knowledge and classroom learning. Open University Press.
   Google Scholar
• Lau, S. M. C., Juby-Smith, B., & Desbiens, I. (2017). Translanguaging for transgressive praxis: Promoting critical literacy in a multiage bilingual classroom. Critical Inquiry in Language Studies, 14(1), 99–127. doi:10.1080/15427587.2016.1242371
   Google Scholar
• Lewis, G., Jones, B., & Baker, C. (2012). Translanguaging: Origins and development from school to street and beyond. Educational Research and Evaluation, 18(7), 641–654. doi:10.1080/13803611.2012.718488
   Google Scholar
• Li, W. (2011). Moment analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain. Journal of Pragmatics, 43(5), 1222–1235. doi:10.1016/j.pragma.2010.07.035
   Web of Science ®Google Scholar
• Li, W. (2014). Negotiating funds of knowledge and symbolic competence in the complementary school classrooms. Language and Education, 28(2), 161–180. doi:10.1080/09500782.2013.800549
   Web of Science ®Google Scholar
• Luke, A., & Freebody, P. (1997). Critical literacy and the question of normativity: An introduction. In S. Muspratt, A. Luke, & P. Freebody (Eds.), Constructing critical literacies: Teaching and learning textual practice (pp. 1–18). Allen & Unwin.
   Google Scholar
• Martin, J. R., & Rose, D. (2007). Working with discourse: Meaning beyond the clause. Bloomsbury Publishing.
   Google Scholar
• Martínez-Roldán, C. M. (2015). Translanguaging practices as mobilization of linguistic resources in a Spanish/English bilingual after-school program: An analysis of contradictions. International Multilingual Research Journal, 9(1), 43–58. doi:10.1080/19313152.2014.982442
   Web of Science ®Google Scholar
• Mendoza Huerta, Y., & Gomez Morin, M. (2013). La pequeña niña que siempre tenía hambre/Bidao nholh’en bdunh dolla doyelhe. Nostra Ediciones.
   Google Scholar
• Mills, K. A. (2015). Literacy theories for the digital age: Social, critical, multimodal, spatial, material and sensory lenses. Multilingual Matters.
   Google Scholar
• Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132–141. doi:10.1080/00405849209543534
   Google Scholar
• The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–93. doi:10.17763/haer.66.1.17370n67v22j160u
   Web of Science ®Google Scholar
• Pacheco, M. B., & Miller, M. E. (2016). Making meaning through translanguaging in the literacy classroom. The Reading Teacher, 69(5), 533–537. doi:10.1002/trtr.1390
   Web of Science ®Google Scholar
• Palmer, D., & Martínez, R. A. (2016). Developing biliteracy: What do teachers really need to know about language? Language Arts., 93(5), 379–385.
   Google Scholar
• Pastor, A. M. R. (2007). Competing language ideologies in a bilingual/bicultural after-school program in Southern California. Journal of Latinos and Education, 7(1), 4–24. doi:10.1080/15348430701693366
   Google Scholar
• Patel, L., & Sánchez Ares, R. (2014). The politics of coming out undocumented. In E. Tuck & K. Yang (Eds.), Youth resistance research and theories of change (pp. 139–152). Routledge.
   Google Scholar
• Paulsrud, B., & Straszer, B. (2018). “We know the same languages and then we can mix them”: A child’s perspectives on everyday translanguaging in the family. In G. Mazzaferro (Ed.), Translanguaging as everyday practice (pp. 49–68). Springer.
   Google Scholar
• Poza, L. E. (2019). “Los Dos Son Mi Idioma”: Translanguaging, identity, and social relationships among bilingual youth. Journal of Language, Identity & Education, 18(2), 92–109. doi:10.1080/15348458.2018.1504682
   Web of Science ®Google Scholar
• Reyes, I. (2012). Biliteracy among children and youths. Reading Research Quarterly, 47(3), 307–327. doi:10.1002/rrq.022
   Web of Science ®Google Scholar
• Rogers, R. (2011). Critical approaches to discourse analysis in educational research. In R. Rogers (Ed.), An introduction to critical discourse analysis in education (pp. 29–48). Routledge.
   Google Scholar
• Rogers, R., Malancharuvil-Berkes, E., Mosley, M., Hui, D., & Joseph, G. O. G. (2005). Critical discourse analysis in education: A review of the literature. Review of Educational Research, 75(3), 365–416. doi:10.3102/00346543075003365
   Web of Science ®Google Scholar
• Rogers, R., & Wetzel, M. M. (2013). Designing critical literacy education through critical discourse analysis: Pedagogical and research tools for teacher-researchers. Routledge.
   Google Scholar
• Rose, D., & Martin, J. R. (2012). Learning to write, reading to learn: Genre, knowledge and pedagogy in the Sydney school. Equinox.
   Google Scholar
• Schreiber, B. R. (2015). “I am what I am”: Multilingual identity and digital translanguaging. Language Learning & Technology, 19(3), 69–87. doi:10.10125/44434
   Web of Science ®Google Scholar
• Soja, E. W. (2010). Seeking spatial justice. University of Minnesota Press.
   Google Scholar
• Starks, D. (2018). Translanguaging: A vital resource for first nations peoples. In M. Mazzaferro (Ed.), Translanguaging as everyday practice (pp. 107–124). Springer.
   Google Scholar
• Street, B. (2003). What’s “new” in new literacy studies? Critical approaches to literacy in theory and practice. Current Issues in Comparative Education, 5(2), 77–91.
   Google Scholar
• Sung, K. (2017). “Accentuate the positive; Eliminate the negative”: Hegemonic interest convergence, racialization of Latino poverty, and the 1968 bilingual education act. Peabody Journal of Education, 92(3), 302–321. doi:10.1080/0161956X.2017.1324657
   Google Scholar
• Tannenbaum, M. (2014). “With a tongue forked in two”: Translingual Arab writers in Israel. International Journal of Bilingualism, 18(2), 99–117. doi:10.1177/1367006912458393
   Web of Science ®Google Scholar
• Tonatiuh, D. (2016). The princess and the warrior: A tale of two volcanoes. Abrams.
   Google Scholar
• U.S. Census Bureau. (2019). Quick facts: Philadelphia county, Pennsylvania. Retrieved from https://www.census.gov/quickfacts/philadelphiacountypennsylvania
   Google Scholar
• Velasco, P., & García, O. (2014). Translanguaging and the writing of bilingual learners. Bilingual Research Journal, 37(1), 6–23. doi:10.1080/15235882.2014.893270
   Google Scholar
• Wiley, T. G., & García, O. (2016). Language policy and planning in language education: Legacies, consequences, and possibilities. The Modern Language Journal, 100(S1), 48–63. doi:10.1111/modl.12303
   Web of Science ®Google Scholar
• Winn, M. T. (2013). Toward a restorative English education. Research in the Teaching of English, 48(1), 126–135. Retrieved from Retrieved from https://education.ucdavis.edu/sites/main/files/file-attachments/winn_rte13-1_toward_restorative.pdf
   Web of Science ®Google Scholar