Abstract
In this chapter, we examine the affordances of a culturally sustaining, collaborative translanguaging activity to elicit and develop the metalinguistic awareness of emergent bilingual students (EBs). Drawing on data drawn from multiple iterations of the same intervention at three different sites, we explore ways that three key mechanisms support students’ metalinguistic awareness: multimodality, dialogism, and affirming participation structures. Finally, we identify implications for practice and future research.
| Original language | English (US) |
|---|---|
| Title of host publication | Equity and Inclusivity for Multilingual Learners in Teacher Education |
| Subtitle of host publication | Innovative Approaches and Expansive Visions |
| Publisher | Taylor and Francis |
| Pages | 21-42 |
| Number of pages | 22 |
| ISBN (Electronic) | 9781040389812 |
| ISBN (Print) | 9781032756967 |
| DOIs | |
| State | Published - Jan 1 2025 |
Bibliographical note
Publisher Copyright:© 2026 Taylor & Francis.
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