The DOI matches its Crossref record.
“I write to show how beautiful my languages are”: Translingual Writing Instruction in English-Dominant Classrooms
Abstract
This is a generative time in the study of language, literacy, and education as scholars theorize and examine the possibilities of leveraging students’ linguistic repertoires as pedagogical resources. In this cross-case analysis, we share how three elementary language arts teachers in different regions of the United States developed translingual contexts for writing and how those practices served English learners’ composing practices. Findings suggest that community languages and literacies, teacher modeling, and the use and study of linguistically diverse texts are integral to building translingual writing contexts for bilingual learners, including those in English-dominant classrooms.
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“The study showed that because teachers themselves did not possess all the linguistic resources available in the classrooms, they engaged children's family and community members in their workshops.”
From Examining Pedagogical Translanguaging: A Systematic Review of the Literature (2021) · cites this paper as Zapata and Laman (2016)
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Cited by
Cervantes‐Soon, C. G., Dorner, L. M., Palmer, D. K., Heiman, D., Schwerdtfeger, R., & Choi, J. (2017) · Review of Research in Education · doi:10.3102/0091732x17690120 · Cited by 479
Pierson, A. E., Clark, D. B., & Brady, C. E. (2021) · Science Education · doi:10.1002/sce.21622 · Cited by 129
Examining Pedagogical Translanguaging: A Systematic Review of the Literature
Prilutskaya, M. (2021) · Languages · doi:10.3390/languages6040180 · Cited by 125
Say It in Your Language: Supporting Translanguaging in Multilingual Classes
Rowe, L. W. (2018) · The Reading Teacher · doi:10.1002/trtr.1673 · Cited by 122
Encounters With Writing: Becoming-With Posthumanist Ethics
Zapata, A., Kuby, C. R., & Thiel, J. J. (2018) · Journal of Literacy Research · doi:10.1177/1086296x18803707 · Cited by 106
Self-citation
Metadata
- Authors
- Zapata, A., & Laman, T. T.
- Affiliations
- University of Missouri (US)
- University of Louisville (US)
- Venue
- Language Arts
- Published
- 2016-05-01
- Volume
- 93
- Issue
- 5
- Pages
- 366-378
- ISSN
- 0013-5968 (ISSN-L)
- 0360-9170
- 1943-2402
- OpenAlex
- W2613181577
- Cited by
- 125
- References
- 0
- Citations by year
- 2026: 5 · 2025: 20 · 2024: 14 · 2023: 10 · 2022: 18 · 2021: 21 · 2020: 11 · 2019: 11 · 2018: 10 · 2017: 5
- FWCI
- 37.94
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Language Arts (publishedVersion)
- Topics
- Social Sciences › Linguistics and Language › Multilingual Education and Policy
- Social Sciences › Education › Linguistics and Education Research
- Social Sciences › Education › Literacy, Media, and Education
- Keywords
- translingual pedagogy, writing instruction, English language learners, bilingual students, linguistic repertoire, community languages, teacher modeling, student composition
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- CoChat. (2026). Citation check: “I write to show how beautiful my languages are”: Translingual Writing Instruction in English-Dominant Classrooms. https://app.cochat.ai/papers/10.58680/la201628590
- The paper
- Zapata, A., & Laman, T. T. (2016). “I write to show how beautiful my languages are”: Translingual Writing Instruction in English-Dominant Classrooms. Language Arts. https://doi.org/10.58680/la201628590
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
