Multiliteracies and Translanguaging Pedagogies for Emergent Multilingual Learners in the Elementary Classroom

Authors

  • Dr. Lucía Cárdenas Curiel Michigan State University
  • Autumn Manzo Michigan State University
  • Alejandro Sifuentes University of Texas, Austin
  • Lara Becker University of Texas, Austin

Keywords:

Multiliteracies, translanguaging, disciplinary knowledge

Abstract

In this article, we describe how to merge translanguaging and multiliteracies pedagogies to teach emergent multilingual learners in elementary classrooms. We use research-based classroom practices as examples to demonstrate how to authentically engage emergent multilingual learners and support their linguistic development and disciplinary knowledge.

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Published

2024-04-24

How to Cite

Cardenas Curiel, L., Manzo, A., Sifuentes, A., & Becker, L. (2024). Multiliteracies and Translanguaging Pedagogies for Emergent Multilingual Learners in the Elementary Classroom . Bilingual Review/Revista Bilingüe, 36(1), 1–16. Retrieved from https://bilingualreviewjournal.org/index.php/br/article/view/460

Issue

Section

Research and Criticism / Investigaciones y Crítica