Important theoretical developments in TESOL education challenge the monolingual mindset, instead valuing and leveraging students' complex linguistic repertoires alongside their funds of knowledge and identity through translanguaging practices to foster literacy development. Through a case study of an arts-rich book making experience facilitated by community organization, Kids' Own Publishing, this article uses assemblage thinking to examine how children's semiotic, knowledge, and identity resources interact to support them to create and sustain meaning making flow and to express distinctive authorial voices. Employing a critical content analysis guided by assemblage thinking, we highlight the literacy skills demonstrated in five students' published eight-page books and show how the interaction of children's meaning-making resources is best understood through an “assemblage” lens, a process which is under-researched. Through this lens, we examine the facilitative role of the arts-rich experience in furnishing vibrant activities, artifacts, and an inspiring physical space that shaped how the children's meaning-making resources came together as flows. We consider implications for literacy learning, including the need to create conditions for all children's meaning making resources to be drawn upon in text creation in an approach that values what all students, whether they identify as monolingual or multilingual, bring to their learning.

中文翻译：

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“我的书籍创意在我的脑海中旋转”：艺术丰富的书籍制作体验，创造和维持多语言儿童的意义，创造流动和作者的声音

TESOL 教育的重要理论发展挑战了单语思维，而是通过跨语言实践来重视和利用学生复杂的语言能力以及他们的知识和身份资源，以促进读写能力的发展。通过对社区组织 Kids' Own Publishing 推动的艺术丰富的图书制作体验进行案例研究，本文使用组合思维来研究儿童的符号、知识和身份资源如何相互作用，以支持他们创造和维持意义创造流和表达独特的作者声音。我们采用以组合思维为指导的批判性内容分析，强调了五名学生出版的八页书中所展示的读写能力，并展示了如何通过“组合”镜头最好地理解儿童意义创造资源的相互作用，这一过程是研究不足。通过这个视角，我们审视了丰富的艺术体验在提供充满活力的活动、工艺品和鼓舞人心的物理空间方面的促进作用，这些空间塑造了孩子们的意义创造资源如何流动地聚集在一起。我们考虑对识字学习的影响，包括需要为所有儿童的意义创造条件，以一种重视所有学生（无论他们认为是单语还是多语）为学习带来的资源的方式，在文本创作中利用资源。