Flowing With the Translanguaging Corriente: Centering Bilingualism in Elementary Report Writing Instruction Through SFL Genre Pedagogy

Abstract

Abstract In this chapter, the authors bring together perspectives from translanguaging pedagogy (García et al., 2017) and Systemic Functional Linguistics (SFL) genre pedagogy (Brisk, 2023; Rothery, 1996) to explore how one teacher, Maria, supported the writing development of bilingual fourth graders as they learned to write reports. By analyzing Maria’s classroom writing instruction during the “building” stages of the Teaching and Learning Cycle (Building the Field and Text Deconstruction), the authors demonstrate how Maria flows with the translanguaging corriente, leveraging her students’ dynamic bilingual meaning-making resources to seamlessly weave together instruction about content, genre, and language. Findings contribute to the growing research base that documents the potential for translanguaging to cultivate bilingual students’ complex and agentive language practices through writing, and the chapter illustrates how teachers might approach writing instruction using SFL genre pedagogy with bilingual learners through a dynamic, holistic perspective.

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