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

Stephanie Abraham, Kate Kedley, Madjiguene Fall, Sharada Krishnamurthy, Daniel Tulino

    Research output: Contribution to journalArticlepeer-review

    1 Scopus citations

    Abstract

    We, as multilingual teacher-scholars, had lingering questions about what community programs were doing, operating outside of school contexts, to maintain the bilingualism of racialized, Latinx children in Philadelphia and to resist the monolingual ideologies circulating in US society. To answer those questions, we partnered with a bilingual, community-based writing center serving the Latinx community in Philadelphia to offer a set of workshops in hopes of creating a translanguaging space. Using a variety of qualitative research methods, including participatory research and critical/positive discourse analysis, we found that a translanguaging pedagogy created a space where racialized, emergent bilingual children can practice the entirety of their languages and resist the monolingual and racist discourses that circulate in US society.

    Original languageEnglish (US)
    Pages (from-to)211-234
    Number of pages24
    JournalInternational Multilingual Research Journal
    Volume15
    Issue number3
    DOIs
    StatePublished - 2021

    All Science Journal Classification (ASJC) codes

    • Language and Linguistics
    • Education
    • Linguistics and Language

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