Translingual Disciplinary Literacies: Equitable Language Environments to Support Literacy Engagement

The burgeoning work of translanguaging and bilingualism has much to offer adolescent learning spaces in order provide bi/multilingual students more equitable opportunities engage disciplinary literacy at the high school level, particularly where there are many low-incidence languages. Drawing from critical theories both language research, we conducted this three-year study two U.S. schools (grades 9–12) promote equity engagement for emergent bilinguals heritage speakers. We provided an intensive year graduate courses on language, literacy, 27 teachers various disciplines roles. Through analyzing their coursework, observations classes, follow-up surveys, documented how heteroglossic ideologies were nurtured, they enacted translingual literacies, what benefits perceived instructional approach. findings illustrate might overcome previously unquestioned monoglossic standards linguistically oppressive systems through a whole-school literacies Providing nuanced descriptions engaged disciplines, make case constructivist teacher education grounded ideologies. also draw connections engagement, suggesting that approach is necessary innovation effect change learners. Finally, as our field pursues like study, must critically evaluate own toward language.