| Title: |
Language Histories, Community Translanguaging, and Collective Repertoires: Multilingual Language Learning Interactions in a Second-Grade Writing Workshop |
| Language: |
English |
| Authors: |
Lindsey W. Rowe (ORCID 0000-0001-8874-7560) |
| Source: |
Reading Research Quarterly. 2025 60(4). |
| Availability: |
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: |
Y |
| Page Count: |
16 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Early Childhood Education; Elementary Education; Grade 2; Primary Education |
| Descriptors: |
Grade 2; Elementary School Students; Code Switching (Language); Multilingualism; Writing Workshops; English (Second Language); Language of Instruction; Interaction; Elementary School Teachers |
| DOI: |
10.1002/rrq.70050 |
| ISSN: |
0034-0553; 1936-2722 |
| Abstract: |
Using a community translanguaging lens, this paper focuses on the collective translanguaging practices of second-grade students who come from multilingual language backgrounds but were attending a school where English was the mandated language of instruction. The research question addressed is: How did students construct and employ a community language repertoire during writing interactions in a multilingual, English-medium classroom? Data were drawn from a year-long, qualitative study employing ethnographic and practitioner research methods to examine teacher and students' daily writing practices in one second-grade classroom. Data were analyzed using descriptive and thematic coding of students' language learning interactions. Findings illustrate how the community repertoire was drawn on and constructed as students: (1) talked about their own and others' language histories, (2) interacted with peers and materials to learn language(s), and (3) at times reproduced historical, macro-level discourses. Representative, interactional examples are used to illustrate and describe each theme in detail. Implications for theory and pedagogy are discussed, arguing that a focus on community translanguaging offers a more nuanced view of classroom language learning. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1487291 |
| Database: |
ERIC |