Translanguaging with Digital, Collaborative Writing: Early Multilingual Composers

被引：1

作者：

Pennington, Victoria ^{[1
]}

Howell, Emily ^{[2
]}

Kaminski, Rebecca ^{[2
]}

Ferguson-Sams, Nicole ^{[1
]}

Gazioglu, Mihaela ^{[3
]}

Mittapalli, Kavita ^{[4
]}

Banerjee, Amlan ^{[5
]}

机构：

[1] Clemson Univ, Coll Educ, Clemson, SC 29634 USA

[2] Clemson Univ, Literacy, Clemson, SC USA

[3] Clemson Univ, Dept Educ & Human Dev, Clemson, SC USA

[4] MN Associates Inc, Res & Evaluat Firm, Fairfax, VA USA

[5] MN Associates Inc, Fairfax, VA USA

来源：

READING TEACHER | 2024年 / 78卷 / 01期

关键词：

digital collaborative writing; multilingual learners; translanguaging; MULTIMODALITY;

D O I：

10.1002/trtr.2344

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Multilingual learners live in a digital world where they can access and create knowledge in multiple modes through digital tools. Yet, teachers are often not supported in harnessing these resources to capitalize on students' linguistic and cultural repertoires. The authors reflect on data from teachers indicating a need to support teachers as they engage students in digital composition with asset orientations, such as translanguaging. Translanguaging with digital, collaborative writing is presented as a strategy based on author insights from classroom teaching. This article addresses the demand for multilingual learner (ML) translingual compositions through digital, collaborative writing.

引用

页码：27 / 36

页数：10

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