Breaking boundaries

Word analysis strategies that draw on students' full linguistic repertoires

Dados Bibliográficos

ID15017047
AutoresMinkyung Choi (0000-0003-2113-0376, Montclair State University Montclair New Jersey USA, autor correspondente)
Ano2025
Volume68
Fascículo4
Páginas330-338
Data de publicação2025-01-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoJournal of Adolescent & Adult Literacy (JOURNAL)
Identificadores do periódicoISSN: 1081-3004 • E-ISSN: 1936-2706
EditoraWiley (PUBLISHER • GB)
DOI10.1002/jaal.1388
OpenAlexW4403440565
IdiomaEN
Referências citadas49

This paper examines the need to integrate students' full linguistic repertoires into literacy instruction in middle and high school classrooms. Traditional monoglossic approaches often neglect the linguistic assets multilingual students bring, limiting their academic potential. Drawing on translanguaging theory, this paper explores three strategies—bilingual morpheme mapping, comparative morphological analysis, and multilingual word walls. These strategies seek to enhance vocabulary instruction by utilizing students' home languages and ultimately cultivating a deeper understanding of word formation and meaning. The benefits of such approaches extend beyond multilingual students, offering all students more comprehensive vocabulary knowledge across disciplines. While the advantages of these methods are evident, the paper also identifies limitations and calls for further research to explore the long‐term impacts on literacy development. By advocating for professional learning focused on translanguaging and morphological instruction, this paper highlights the need to incorporate word strategies that enhance literacy for all students

Linguistics · Pedagogy · Sociology · Word (group theory · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Philosophy · Psychology · Second Language Learning and Teaching