Translanguaging Perspectives on Writing Development and Pedagogy: Learning from Findings Across Teaching and Learning Contexts

Translanguaging Perspectives on Writing Development and Pedagogy takes up translanguaging perspectives on writing development and writing pedagogies across a variety of contexts. The chapters explore how a translanguaging lens – which is rooted in the idea that bi/multilingual people draw from an integrated repertoire of language features, rather than use separate, named languages, to communicate and make meaning - can shift and expand notions of writing practices and instruction. Individual chapters illustrate rich, descriptive studies of writing across three contexts: K-12 classrooms and schools, learning environments that extend beyond the classroom, and pre- and in-service teacher education, framing the book’s three-part organization.

Highlighting meaningful collaborations with teachers, students, families, and community members, the volume offers innovative methodologies and approaches to research relationships in language- and literacy-learning spaces.

Translanguaging Perspectives on Writing Development and Pedagogy advances a comprehensive view of translanguaging perspectives on writing and how such a perspective can shift traditional approaches to the research on and teaching of writing.

Mileidis Gort is Professor of Equity, Bilingualism, and Biliteracy and Associate Dean of Students at the University of Colorado Boulder’s School of Education, USA.
Angie Zapata is Associate Professor of Language and Literacies Education at the University of Missouri, USA, and is a longtime teacher, teacher educator and researcher.
Kate Seltzer is Associate Professor of ESL and Bilingual Education at Rowan University’s College of Education, USA.
Margarita Gómez is Professor of Literacy Education at Loyola University Maryland, USA.