[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-596316-105":59,"doc-detail-596316-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","translingual-writing-of-a-multilingual-child-in-and-out-of-school","Translingual Writing of a Multilingual Child In and Out of School","","Translingual writing for multilingual children examines how school literacy policies centered on dominant languages can limit access to literacy development in minoritized heritage languages. Guided by a translingual approach, the research analyzes qualitative writing produced by a multilingual child across scripts, genres, modalities, and contexts during kindergarten and first grade. Findings show letter writing that strengthens social relationships and supports multicultural affiliations and identities. Limited school engagement compared with home practices carries implications for literacy teachers and parents.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/translingual-writing-of-a-multilingual-child-in-and-out-of-school/596316/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/translingual-writing-of-a-multilingual-child-in-and-out-of-school/596316.png","ImageObject",300,407,{"name":92,"@type":93},"Guten tag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"Why does the study critique North American school literacy practices for multilingual children?","Question",{"text":113,"@type":114},"Because school literacy in North America continues to focus exclusively on society’s dominant languages, which justifies excluding literacy in other minoritized heritage languages that children bring to school.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How does the child use Korean resources in translingual compositions according to the qualitative analysis?",{"text":118,"@type":114},"The child uses Korean linguistic resources across scripts, genres, modalities, and contexts, strengthening social relationships through letter writing and asserting multicultural affiliations and identities across genres.",{"name":120,"@type":111,"acceptedAnswer":121},"What does the comparison between school and home translingual writing suggest?",{"text":122,"@type":114},"The child’s minimal engagement with translingual writing at school compared to home practices suggests literacy teachers and parents need to consider how multilingual children’s broader home language practices support development.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},596316,1792165088,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146,"preview_page_count":4},687212321768,"https://ap-avatar.wpscdn.com/avatar/a0010bdbe886d2fe77?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789897067658708522","Translingual Writing of a Multilingual Child In and Out of School  \nJayoung Choi  \nKennesaw State University  \nAbstract  \nSchool literacy in North America continues to focus on society’s dominant languages. Literacy curriculum—particularly during early grades—has an urgency for children to quickly master emergent literacy skills in the official languages, vindicating the exclusion of literacy in other minoritized languages that multilingual children bring to school. Guided by a translingual approach to literacy, this motherscholar research explores how and why a multilingual child utilized his Korean linguistic resources in translingual compositions across scripts, genres, modalities, and contexts during kindergarten and first-grade years. The qualitative analysis of the child’s compositions brought from school and completed at home revealed that he solidified social relationships with others through letter writing and asserted multicultural affiliations and identities in various genres . He did so through natural attunement to differences and laborious orchestration of resources. His minimal engagement with translingual writing at school compared to home practices has implications for literacy teachers and parents of multilingual children.  \nRésumé  \nLa littératie scolaire en Amérique du Nord continue de se concentrer sur les langues dominantes de la société . Le programme d'alphabétisation – en particulier au cours des premières années d'études – a pour urgence que les enfants maîtrisent rapidement les compétences émergentes en littératie dans les langues officielles, ce qui justifie l'exclusion de l'alphabétisation dans d'autres langues minoritaires que les enfants multilingues apportent à l'école. Guidée par une approche translinguistique de l'alphabétisation, cette recherche motherscholar explore comment et pourquoi un enfant multilingue a utilisé ses ressources linguistiques coréennes dans des compositions translingues à travers les scripts, les genres, les modalités et les contextes pendant les années de maternelle et de première année. L'analyse qualitative des compositions de l'enfant rapportées de l'école et complétées à la maison a révélé qu'il consolidait les relations sociales avec les autres par l'écriture de lettres et affirmait des affiliations et des identités multiculturelles dans divers genres. Il l'a fait par une harmonisation naturelle avec les différences et une orchestration laborieuse des ressources. Son engagement minimal avec l'écriture translingue à l'école par rapport aux pratiques à la maison a des implications pour les enseignants en alphabétisation et les parents d'enfants multilingues.  \nTranslingual Writing of a Multilingual Child In and Out of School  \nMultilingual children engage in spontaneous, dynamic, and fluid language and emergent literacy practices in all languages that they use daily at home and in communities (García & Li, 2015). In contrast, school literacy in North America continues to exclusively focus on the society’s dominant languages: English in the U. S. (Martínez-Álvarez, 2017) and English along with French in Canada (Duff & Li, 2009) . Canada has a longer tradition of providing bilingual programs in French and English in schools (Duff & Li, 2009) compared to the U.S., which has developed conflicting and politicized views on bilingual education, now commonly referred to as Dual Language Immersion (DLI) programs (Edelsky, 1982; García & Li, 2015; Reyes, 2012) . In both contexts, other minoritized heritage languages (HL) have not been adequately supported in formal educational contexts (Cummins, 1983). Literacy curriculum, particularly during early grades, has an urgency for young children to quickly master English literacy conventions, vindicating the exclusion of literacy in other minoritized languages that they bring to school (Dyson, 2003) .  \nExcept for a small fraction of children receiving formal and informal literacy instruction simultaneously in two languages, most mul","cbCaitcrKcA91olZ","https://ap.wps.com/l/cbCaitcrKcA91olZ","pdf",678257,25,"English","# Abstract\n## School literacy and dominant-language focus\n## Translingual approach and language rights\n## Study context and participants\n## Research implications","[{\"question\":\"Why does the study critique North American school literacy practices for multilingual children?\",\"answer\":\"Because school literacy in North America continues to focus exclusively on society’s dominant languages, which justifies excluding literacy in other minoritized heritage languages that children bring to school.\"},{\"question\":\"How does the child use Korean resources in translingual compositions according to the qualitative analysis?\",\"answer\":\"The child uses Korean linguistic resources across scripts, genres, modalities, and contexts, strengthening social relationships through letter writing and asserting multicultural affiliations and identities across genres.\"},{\"question\":\"What does the comparison between school and home translingual writing suggest?\",\"answer\":\"The child’s minimal engagement with translingual writing at school compared to home practices suggests literacy teachers and parents need to consider how multilingual children’s broader home language practices support development.\"}]","Translingual Writing of a Multilingual Child In and Out of School | PDF",1792082851,63]