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Context: Transnational emergent multilingual (TEM) adolescents are young people who maintain emotional, social, economic, and physical connections and networks to more than one country, often a home country and a host country. Because of their linguistic identities and varied schooling experiences, when they enroll in U.S. public schools, many are designated as English Learners and subsequently positioned as "illiterate" or having "limited" linguistic and literacy skills through additional labels such as "limited/interrupted formal schooling." Such linguistic and cultural erasure mirrors the systematic invisibility and intra-racial stereotyping that many adolescents, particularly those from Indigenous backgrounds, faced in their home countries. However, despite such positionings, many TEMs are highly literate and engage regularly in complex literacy practices. Purpose: The purpose of this article is to showcase the kinds of literacy practices that one TEM adolescent, Paula, engaged in, how, and to what end, as well as how those literacy practices reflected unique aspects of her multifaceted identity as an Indigenous transnational being. The languaging and literacy practices that TEMs like Paula engage in allow them to maintain their cultural and linguistic identities and social ties in multimodal, local, and transnational dimensions; yet, such practices and skills are not recognized or built upon in schools. As findings of this study indicate, TEMs' engagement in such practices is also made possible through the support of both local and transnational "sponsorships" from individuals, including family, with whom TEMs actively maintain or establish relationships; yet, this kind of familial engagement often goes unrecognized by schools. Research Design: This article draws on ethnographic data gathered through sustained participation in the field. Data collection occurred across one school year and consisted of ethnographic observations, interviews, and artifact collection at a combined middle/high school newcomer school in an urban community. This article draws on a subset of data centered on Paula's out-of-school literacy practices. Data analysis drew directly on the theoretical framework: Literacy sponsorship theory was used to identify who, if anyone, facilitated Paula's participation in literacy practices and in what ways; translanguaging theory was used to identify how translanguaging was evident in the ways language was used and discussed; and border theory was used to identify the social significance of the literacy practices in Paula's daily life, as well as how they embodied and represented her transnational identity. Such an analysis allowed for the understanding of how the literacy practices Paula engaged in reflected her life experiences as an Indigenous TEM, not only in terms of how she engaged in them, but also in terms of the significance they held in her day-to-day life. Conclusions: Findings indicate that Paula engaged in multimodal literacy practices, across languages, cultural contexts, and national boundaries, that were personally, spiritually, and intellectually sustaining. Outside the classroom, Paula was positioned as a sophisticated communicator who leveraged language and literacy knowledge to build relationships and meet the responsibilities of her daily life. Yet, the wherewithal and critical thinking visible in Paula's life in her community were rarely visible or elicited in the classroom. As such, findings provide insights around how teachers and school personnel can better bridge the diverse community and classroom spaces TEMs navigate, thereby making school a more welcoming space for students and their families.

Fourth-grade classrooms are marked by the increased focus and demand on students' comprehension. In many districts and states, educators are told to use the scripted curriculum and basal readers are [...]

Centering the literacy practice of a newly arrived, transnational, emergent multilingual student, the author provides insights into how these students, particularly when positioned as lacking literacy and content knowledge when labeled as students with interrupted formal education, might benefit socioemotionally and educationally from the opportunity to story their own lives and write their way into a new classroom and culture. The author shows how Marlón, a newly arrived immigrant from Guatemala, leveraged existing bodies of linguistic, content, and experiential knowledge to maximize his participation in the classroom-based literacy practice of dialogue journaling. As such, the author demonstrates how the relatively low-stakes, low-tech, dialogic nature of journaling afforded Marlón the opportunity to create a transborder writing space in which he enacted agency in his decisions to translanguage, engage in multimodal writing, invoke familial knowledge, and share personal experiences. In the process, Marlón created an agentive border space that spanned cultures, nations, and languages in ways that authentically represented his multifaceted and complex identity and lived history. Students like Marlón are a growing demographic; thus, the author calls for teachers to consider the benefits of creating instructional spaces for low-risk, low-tech writing to ease transnational, emergent multilingual students into classroom and school-based writing. The author also suggests the need for further research exploring the implementation and benefits of literacy practices that take into account newly arrived students' identities holistically.

This paper explores how a monolingual English-speaking teacher working with transnational emergent multilinguals (TEMs) in a sheltered English classroom in the U.S. capitalized on students' interjections turning them into teachable moments. Specifically, it explores how these instances allowed the teacher to model and teach TEMs how to draw on existing skills and resources when they encounter a challenge. Drawing on observational and artefact data gathered during social studies lessons on U.S. symbols, this paper highlights how the teacher leveraged student interjections to scaffold students' understanding of how to (1) utilize classroom resources, (2) leverage existing linguistic knowledge, and (3) access background knowledge. This paper suggests that the teacher's response to students' interjections sought to support them in developing the skills needed to engage in self-scaffolding by accessing and utilizing available resources. Monolingual teachers often feel unprepared when encountering TEMs; however, this paper suggests that if they adapt practices that are already part of their pedagogical practice and maintain an open stance toward students' diverse ways of participating, all stakeholders will benefit.

This paper explores how one transnational emergent multilingual (TEM) adolescent described her languaging practices across the spaces she navigated daily both within and outside of the classroom across her first year in the US Findings illustrate how this adolescent – a home language speaker of Spanish and Quiché and emergent speaker of English – engaged in languaging practices in ways that illustrated the deep connection between language and identity while also representing how she had been socialized to understand language as both a tool for communication and relationship-building and a way of showcasing – or concealing – her identity. Using translanguaging theory, specifically conceptualizations of the translanguaging instinct and translanguaging spaces, this paper illustrates how monoglossic ideologies operate in ways that can overpower students’ existing heteroglossic ideologies causing them to question their translanguaging instincts and abilities. Findings indicate the need to focus on the creation of translanguaging spaces that cultivate and nurture students’ translanguaging instinct by pushing back on larger monoglossic ideologies and language policies that dictate both school and community spaces that TEMs navigate. [ABSTRACT FROM AUTHOR]

This qualitative study applies ethic of care and language ideological orientations to analyze how four middle and high school English as a Second Language (ESL) teachers perceived of care in their relationships with multilingual, multiracial, and multicultural ESL students with diverse immigration backgrounds. Findings show how the focal teachers sought to demonstrate care in their classrooms by engaging in pedagogical reflexivity and by upholding translanguaging stances regardless of their own linguistic backgrounds to encourage and facilitate their students' native language and literacy development. Data analysis revealed that empathy and trust were integrally embedded in teachers' ideologies and approaches. Implications for teaching and teacher education are discussed.

The author explores how one teacher at a newcomer school (a school for recently arrived immigrants) used dialogue journaling and write-alouds as instructional and community-building tools in her work with multilingual ninth-grade students with limited or interrupted formal education in their home countries. The analysis shows how the focal teacher used dialogue journaling to engage students in meaningful writing opportunities that identified and built background knowledge and facilitated context-rich literacy instruction through accompanying scaffolded write-alouds in which comprehensible input was provided. The author concludes with recommendations for how other teachers of language learners can utilize write-alouds and dialogue journaling in their instruction of culturally and linguistically diverse students.

This paper explores how a transnational emergent multilingual (TEM) student established himself in relation to his teacher and peers in a culturally and linguistically diverse, sheltered English Instruction classroom. Specifically, it documents how the student initiated translingual and cross-cultural social interactions positioning himself as a linguistically-agile member of the classroom community. Using positioning and translanguaging theory, the analysis illustrates how the student's translingual, cross-cultural interactions allowed him to build relationships and reposition himself in the face of school-imposed labels that otherwise positioned him as linguistically-lacking. Findings illustrate how the student strategically created opportunities to use his entire linguistic repertoire and suggest the need to consider alternatives to deficit-oriented school-imposed labels placed upon TEMs. [ABSTRACT FROM AUTHOR]

This paper explores how one teacher working in an intercultural bilingual school in rural Peru implemented an ethic of care through three key actions: the incorporation of funds of knowledge, the focus on revitalising and repurposing Indigenous knowledge and local materials and the instruction and use of both Quechua and Spanish. The paper also examines how the focal teacher embodied an ethic of care as reflected in her relationships with students and their families.

This paper explores the experiences of practicing bilingual (English/Spanish, English/Portuguese, and English/Haitian Creole) and English as a Second Language teachers after completing a Bilingual Bicultural Education Certification program. It highlights how teachers defined success when working with their emergent bilingual students and names the barriers that teachers identified as preventing them from success. Using a Systems Theory for Career Development framework, analysis indicated that, from teachers' perspectives, elements that contributed to success were often framed as the result of interpersonal and social factors while major barriers to success were often described as resulting from environmental and, to a lesser degree, social factors. Implications for teacher education and professional development are provided. [ABSTRACT FROM AUTHOR]

Context: Transnational emergent multilingual (TEM) adolescents are young people who maintain emotional, social, economic, and physical connections and networks to more than one country, often a home country and a host country. Because of their linguistic identities and varied schooling experiences, when they enroll in U.S. public schools, many are designated as English Learners and subsequently positioned as "illiterate" or having "limited" linguistic and literacy skills through additional labels such as "limited/interrupted formal schooling." Such linguistic and cultural erasure mirrors the systematic invisibility and intra-racial stereotyping that many adolescents, particularly those from Indigenous backgrounds, faced in their home countries. However, despite such positionings, many TEMs are highly literate and engage regularly in complex literacy practices. Purpose: The purpose of this article is to showcase the kinds of literacy practices that one TEM adolescent, Paula, engaged in, how, and to what end, as well as how those literacy practices reflected unique aspects of her multifaceted identity as an Indigenous transnational being. The languaging and literacy practices that TEMs like Paula engage in allow them to maintain their cultural and linguistic identities and social ties in multimodal, local, and transnational dimensions; yet, such practices and skills are not recognized or built upon in schools. As findings of this study indicate, TEMs' engagement in such practices is also made possible through the support of both local and transnational "sponsorships" from individuals, including family, with whom TEMs actively maintain or establish relationships; yet, this kind of familial engagement often goes unrecognized by schools. Research Design: This article draws on ethnographic data gathered through sustained participation in the field. Data collection occurred across one school year and consisted of ethnographic observations, interviews, and artifact collection at a combined middle/high school newcomer school in an urban community. This article draws on a subset of data centered on Paula's out-of-school literacy practices. Data analysis drew directly on the theoretical framework: Literacy sponsorship theory was used to identify who, if anyone, facilitated Paula's participation in literacy practices and in what ways; translanguaging theory was used to identify how translanguaging was evident in the ways language was used and discussed; and border theory was used to identify the social significance of the literacy practices in Paula's daily life, as well as how they embodied and represented her transnational identity. Such an analysis allowed for the understanding of how the literacy practices Paula engaged in reflected her life experiences as an Indigenous TEM, not only in terms of how she engaged in them, but also in terms of the significance they held in her day-to-day life. Conclusions: Findings indicate that Paula engaged in multimodal literacy practices, across languages, cultural contexts, and national boundaries, that were personally, spiritually, and intellectually sustaining. Outside the classroom, Paula was positioned as a sophisticated communicator who leveraged language and literacy knowledge to build relationships and meet the responsibilities of her daily life. Yet, the wherewithal and critical thinking visible in Paula's life in her community were rarely visible or elicited in the classroom. As such, findings provide insights around how teachers and school personnel can better bridge the diverse community and classroom spaces TEMs navigate, thereby making school a more welcoming space for students and their families. [ABSTRACT FROM AUTHOR]

This paper explores how a monolingual English-speaking teacher working with transnational emergent multilinguals (TEMs) in a sheltered English classroom in the U.S. capitalized on students' interjections turning them into teachable moments. Specifically, it explores how these instances allowed the teacher to model and teach TEMs how to draw on existing skills and resources when they encounter a challenge. Drawing on observational and artefact data gathered during social studies lessons on U.S. symbols, this paper highlights how the teacher leveraged student interjections to scaffold students' understanding of how to (1) utilize classroom resources, (2) leverage existing linguistic knowledge, and (3) access background knowledge. This paper suggests that the teacher's response to students' interjections sought to support them in developing the skills needed to engage in self-scaffolding by accessing and utilizing available resources. Monolingual teachers often feel unprepared when encountering TEMs; however, this paper suggests that if they adapt practices that are already part of their pedagogical practice and maintain an open stance toward students' diverse ways of participating, all stakeholders will benefit. [ABSTRACT FROM AUTHOR]

This qualitative study applies ethic of care and language ideological orientations to analyze how four middle and high school English as a Second Language (ESL) teachers perceived of care in their relationships with multilingual, multiracial, and multicultural ESL students with diverse immigration backgrounds. Findings show how the focal teachers sought to demonstrate care in their classrooms by engaging in pedagogical reflexivity and by upholding translanguaging stances regardless of their own linguistic backgrounds to encourage and facilitate their students' native language and literacy development. Data analysis revealed that empathy and trust were integrally embedded in teachers' ideologies and approaches. Implications for teaching and teacher education are discussed. [ABSTRACT FROM AUTHOR]

This paper explores how one teacher working in an intercultural bilingual school in rural Peru implemented an ethic of care through three key actions: the incorporation of funds of knowledge, the focus on revitalising and repurposing Indigenous knowledge and local materials and the instruction and use of both Quechua and Spanish. The paper also examines how the focal teacher embodied an ethic of care as reflected in her relationships with students and their families. [ABSTRACT FROM PUBLISHER]