This case study examines one third-grade teacher’s strategic participation in translingual practice and the ways that this participation shaped emerging bilingual students’ meaningful engagements with texts. Using a transliteracies perspective, we describe instances of emergence and resonance as students and their teacher leveraged resources coded in English, Arabic, and Spanish to co-construct meaning. Analysis of small-group guided reading, buddy reading, and an interactive read-aloud detail how the teacher used entextualizing, envoicing, and recontextualizing strategies to support students’ participation. Analysis of postinstruction interviews describes how resources, expertise, and emotion resonated within each literacy event and across time for this teacher. We conclude with recommendations for including translingual pedagogies in similar classroom contexts, arguing for the importance of recognizing and developing teachers’ translingual competence, as well as their emerging multilingualism.

中文翻译：

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跨语言实践、战略参与和意义建构

本案例研究考察了一位三年级教师战略性地参与跨语言实践，以及这种参与塑造新兴双语学生有意义地参与文本的方式。使用音译的观点，我们描述了当学生和他们的老师利用用英语、阿拉伯语和西班牙语编码的资源来共同构建意义时出现和共鸣的实例。对小组指导阅读、伙伴阅读和交互式朗读的分析详细说明了教师如何使用情境化、表达和重新情境化策略来支持学生的参与。教学后访谈的分析描述了资源、专业知识和情感如何在每次扫盲活动中以及该教师跨时间产生共鸣。