Translanguaging through story documents the progression of an emerging bilingual preschooler who draws on his full linguistic repertoire to story his experiences with others. Over the course of the school year, Diego progresses in his ability to tell a complete story in both English and Spanish. Repeated engagement in storytelling provides the support needed for Diego to continue and extend ideas in his stories and in his drawing and play. The case shows how opening the space for children to use their full language repertoire enables a child to reciprocally develop named languages like English and Spanish as he improves at academic tasks like telling stories.
BengocheaASembianteSFGortM (2017) An emergent bilingual child's multimodal choices in sociodramatic play. Journal of Early Childhood Literacy18(1): 1–33. .
2.
BrunerJS (1983) In Search of Mind: Essays in Autobiography, New York: Harper & Row.
3.
CheathamGJimenez-SilvaM (2011) What makes a good story? Supporting oral narratives of young children from culturally and linguistically diverse backgrounds. Childhood Education87(4): 261–268.
4.
FlynnEE (2016) Language-rich early childhood classroom: Simple but powerful beginnings. The Reading Teacher70(2): 159–166.
5.
FlynnEE (2018a) Storying experience: Young children's early use of story genres. Text and Talk38(4): 457–480.
6.
FlynnEE (2018b) Ideas in dialogue: Leveraging the power of child-led storytelling in the multicultural preschool classroom. Language in Society47(4): 601–633.
7.
GarcíaOSylvanCWittD (2011) Pedagogies and practices in multilingual classrooms: Singularities in pluralities. The Modern Language Journal95(3): 385–400.
8.
GortMSembianteSF (2015) Navigating hybridized language learning spaces through translanguaging pedagogy: Dual language preschool teachers' languaging practices in support of emergent bilingual children's performance of academic discourse. International Multilingual Research Journal9(1): 7–25.
9.
HallidayMAKMatthiessenCMIM (2004) Introducing Functional Grammar, New York: Edward Arnold.
10.
HornbergerNHLinkH (2012) Translanguaging in today's classrooms: A biliteracy lens. Theory Into Practice51(4): 239–247.
11.
LucasTKatzA (1994) Reframing the debate: The roles of native languages in English-only programs for language minority students. TESOL Quarterly28(3): 537–561.
MichaelsS (1981) “Sharing time”: Children's narrative styles and differential access to literacy. Language in Society10(3): 423–442.
17.
MichnaC (2009) Stories at the center: Story circles, educational organizing, and fate of neighborhood public schools in New Orleans. American Quarterly61(3): 529–555.
18.
MondaleSPattonSB (2001) School: The Story of American Public Education, Boston: Beacon Press.
19.
National Center for Educational Statistics (NCES) (2017) The condition of education. Available at: https://nces.ed.gov/pubs2017/2017144.pdf (accessed 13 March 2019).
OrellanaMFGarcíO (2014) Language brokering and translanguaging in school. Language Arts91(5): 386–392.
23.
OtheguyRGarcíaOReidW (2015) Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review6(3): 281–307.
24.
PalmerDKMartínezRAMateusSG; et al.(2014) Reframing the debate on language separation: Toward a vision for translanguaging pedagogies in the dual language classroom. The Modern Language Journal98(3): 757–772.
25.
Purcell-GatesV (2004) Ethnographic research. In: DukeNKMalletteMH (eds) Literacy Research Methodologies, New York: Guilford Press, pp. 92–113.
SayerP (2012) Translanguaging, TexMex, and bilingual pedagogy: Emergent bilinguals learning through the vernacular. TESOL Quarterly47(1): 63–88.
28.
Souto-ManningM (2016) Honoring and building on the rich literacy practices of young bilingual and multilingual learners. The Reading Teacher70(3): 263–271.
29.
Souto-ManningMDernikosBYuHM (2016) Rethinking normative literacy practices, behaviors, and interactions: Learning from young immigrant boys. Journal of Early Childhood Research14(2): 163–180.
30.
Souto-ManningMRabadi-RaolA (2018) (Re)Centering quality in early childhood education: Toward intersectional justice for minoritized children. Review of Research in Education42(1): 203–225.
31.
StadlerMWardA (2005) Supporting the narrative development of young children. Early Childhood Education Journal33(2): 73–80.
32.
TaylorLKBernhardJKGargS; et al.(2008) Affirming plural belonging: Building on students' family-based cultural and linguistic capital through multiliteracies pedagogy. Journal of Early Childhood Literacy8(3): 269–294.
