Although growing numbers of children engage in transnational literacy practices in their homes and communities, these practices are rarely invited into the early literacy classroom, where teachers face increasing pressure to standardize instruction. In this qualitative, participatory case study, we examined how one early literacy teacher created space for young children to explore transnationalism within his primary-level writers’ workshop. Drawing on theories associated with the trans- turn in scholarship and using portraiture in analysis, we document how this teacher modified his published literacy curriculum to center students’ translingual and transnational literacy practices. We also describe how three young children took up invitations to compose poetry that explored their transnational identities and experiences, highlighting how explorations of transnationalism enriched their writing. Ultimately, we suggest that early literacy teachers, including those working within the confines of increasingly standardized curricula, can create spaces for children to explore and express the fullness of their lives, including their transnationalism. We conclude with implications of this work for teaching and future research.

中文翻译：

---

“我们花了很长时间才走到这里”：早期作家工作坊中为幼儿的跨国主义创造空间

尽管越来越多的儿童在家中和社区从事跨国扫盲实践，但这些实践很少被邀请进入早期的扫盲课堂，在那里教师面临越来越大的标准化教学压力。在这个定性的、参与性的案例研究中，我们研究了一位早期识字教师如何在他的初级作家工作室中为幼儿创造探索跨国主义的空间。借鉴与跨性别相关的理论- 提交奖学金并在分析中使用肖像画，我们记录了这位老师如何修改他出版的扫盲课程，以将学生的跨语言和跨国扫盲实践作为中心。我们还描述了三个年幼的孩子如何接受邀请创作探索他们跨国身份和经历的诗歌，强调对跨国主义的探索如何丰富他们的写作。最终，我们建议早期识字教师，包括那些在日益标准化的课程范围内工作的教师，可以为孩子们创造空间，让他们探索和表达他们生活的充实，包括他们的跨国主义。我们总结了这项工作对教学和未来研究的影响。