Disrupting Monolingual Ideologies
Constructing Biliterate Composing Practices in a Second‐grade Classroom
Bibliographic Data
| ID | 10721731 |
|---|---|
| Authors | Lindsey W Rowe (0000-0001-8874-7560, The Ohio State University Columbus Ohio USA, corresponding author) |
| Year | 2022 |
| Volume | 57 |
| Issue | 4 |
| Pages | 1149-1166 |
| Publication date | 2022-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Reading Research Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0034-0553 • E-ISSN: 1936-2722 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/rrq.465 |
| OpenAlex | W4293086401 |
| Language | EN |
| Citations received | 12 |
| References cited | 46 |
Emergent bilingual students in the U.S. often attend English‐medium schools where their bi‐ and multi‐lingual language resources are ignored and dismissed. This article draws on a social literacies perspective to explore how a second‐grade teacher and her multilingual students re‐framed one English‐medium classroom to welcome and include biliterate composing practices, in opposition to monoglossic norms. Findings illustrate moves made by a teacher to launch new biliterate writing practices, including talking about rationales, and providing invitations, support, and recognition for bilingual composing. In particular, analyses show that talking about rationales or reasons for biliterate composing was central to disrupting English‐only discourses and instead building new ways of thinking about and enacting bilingual writing. Analyses then trace intercontextual connections across events to illustrate how repeated, connected talk about these rationales over time opened spaces for students to take up bilingual composing practices. The article concludes by discussing implications for teachers and researchers who are interested in supporting emergent bilingual students’ bi‐ and multi‐lingual language use in English‐medium schools
Bilingual education · Ideology · Linguistics · Mathematics education · Neuroscience of multilingualism · Pedagogy · Perspective (graphical) · Political science · Politics · Sociology · TRACE (psycholinguistics) · Translanguaging · Computer Science · Discourse Analysis in Language Studies · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
Teacher expertise in early childhood instruction
Interactions with new-to-teacher language resources
Exploring teacher candidates’ discursive shifts in translanguaging pedagogies during literacy instruction
Multilingual learners' digital book composing
Intersecting ideologies
English-medium teachers as policymakers through critical translingual literacy instruction
Supporting Biliteracy in the English Language Arts through Family Partnerships
Annotated Bibliography of Research in the Teaching of English
Translanguaging and Languaging Relations as Complementary Theoretical Lenses for Analyzing Classroom Interactions
When Language and Literacy Touch Our Hearts
Language Histories, Community Translanguaging, and Collective Repertoires
Supporting a Polish Teacher of Newcomer Students
Discourse Analysis beyond the Speech Event
Interaction Analysis
Spoken and written language
Social Literacies
Unpacking Ideologies of Linguistic Purism
Changing teachers’ perceptions about the writing abilities of emerging bilingual students
Transliteration as a bridge to learning for bilingual children
Developmental Context(s)
Speaking Spanish in White Public Spaces
Using Translation to Drive Conceptual Development for Students Becoming Literate in English as an Additional Language
Emergent bilingual students’ translation practices during eBook composing
The possibilities of bilingualism
Bilingualism in schools and society
English-Only and Standard English Ideologies in the U.S
Social Contracts for Writing
Translanguaging and Literacies
The Social Construction of Intertextuality in Classroom Reading and Writing Lessons
Culturally Sustaining Pedagogy
Cultural Ways of Learning
The Production of Schoolchildren as Enlightenment Subjects
Writing Ethnographic Fieldnotes, Second Edition
Undoing Appropriateness
Spontaneous Biliteracy
| Unique citing works | 12 |
|---|---|
| Citations per year | 6 |
| Citation span | 2024 - 2025 (2) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 12 |