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This study explores how three elementary teachers in the US South and Midwest leveraged translanguaging pedagogies – or instruction that makes use of bilingual students’ full linguistic repertoires – to support participation in literacy instruction. Using qualitative methods of data collection and analysis, it explores how teachers and students gave voice to their identities, recognized resources, and reshaped classrooms to create, participate in, and sustain translanguaging pedagogies. It uses an ecological approach to describe these strategies as envoicing, entextualizing, and recontextualizing, foregrounding the relationship between identities, resources, and contexts in classrooms. The study concludes with strategies for educators who seek to make their classrooms more multilingual, as well as recommendations for sustaining translanguaging classroom ecologies.

Tres Estrategias para Pedagogías Translingüísticas en la Ecología del Aula