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.

中文翻译：

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创建和导航跨界写作空间：一名多语种青少年在英语课堂中进行对话日记

作者以新来的、跨国的、新兴的多语种学生的识字实践为中心，提供了有关这些学生，特别是当被定位为缺乏识字和内容知识而被标记为正规教育中断的学生时，如何可能从这个机会中在社会情感和教育上受益的见解讲述他们自己的生活，并写下他们进入新课堂和文化的方式。作者展示了来自危地马拉的新移民 Marlón 如何利用现有的语言、内容和经验知识体系最大限度地参与对话日记的课堂读写实践。因此，作者展示了相对低风险、低技术、日记的对话性质使马龙有机会创造一个跨界写作空间，在这个空间中，他在决定跨语言、参与多模态写作、援引家庭知识和分享个人经验时发挥了作用。在这个过程中，马龙创造了一个跨越文化、国家和语言的代理边界空间，以真实地代表他多方面复杂的身份和生活历史的方式。像马龙这样的学生越来越多。因此，作者呼吁教师考虑为低风险、低技术写作创造教学空间的好处，以缓解跨国、新兴的多语种学生的课堂和学校写作。