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Becoming a Bilingual Reader as Linguistic and Identity Enactments
16 references·0 citing·48 second hop
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References

  • 1991Situated Learning33,773 cited
  • 2013Translanguaging3,822 cited
  • 2012Translanguaging and transnational literacies in multilingual classrooms: a biliteracy lens819 cited
  • 2011Educating emergent bilinguals: policies, programs, and practices for English language learners613 cited
  • 2015Using Translation to Drive Conceptual Development for Students Becoming Literate in English as an Additional Language117 cited
  • 2014Meaning Making and Translanguaging in a Two-Way Dual-Language Program on the U.S.-Mexico Border100 cited
  • 2008Narrative and Identity in the “Language Learning Project”91 cited
  • 2015Translanguaging Practices and Perspectives of Four Multilingual Teens81 cited
  • 2013Struggling Reader or Emerging Biliterate Student? Reevaluating the Criteria for Labeling Emerging Bilingual Students as Low Achieving75 cited
  • 2010Code-switching during parent—child reading interactions: Taking multiple theoretical perspectives61 cited
  • 2016Sanctioning a Space for Translanguaging in the Secondary English Classroom: A Case of a Transnational Youth52 cited
  • 2017A Socio-Psycholinguistic Perspective on Biliteracy: The Use of Miscue Analysis as a Culturally Relevant Assessment Tool41 cited
  • 2015The Construction of Biliterate Narratives and Identities Between Parents and Children36 cited
  • 2011Literacy and Schooling in One Family across Time

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36 cited
  • 2016Understanding translanguaging practices through a biliteracy continua framework: Adult biliterates reading academic texts in their two languages28 cited
  • 2015Learning and literacy over time: longitudinal perspectives28 cited
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