Prioritizing and Sustaining Children's Minoritized Languages and Languaging in K–3: A Review of Literature

• In Event: Sheraton Roundtable Session Six
  In Roundtable Session: Ideologies, Policy, and Practice When Instructing Bilingual Students (Table 12)

Abstract

Following the foundational reviews related to fostering children’s home language and bi/multilingual development from Zheng et al. (2021) and Machado (2017), this paper summarizes extant research that examines how educators prioritize and maintain the minoritized languages and languaging of historically marginalized children in kindergarten through third grade. The systematic review focuses on 15 extant scholarly peer reviewed articles from 2015 to 2022, detailing practices categorized into three themes related to translanguaging, foregrounding children’s cultural-linguistic strengths, and children’s languaging together. Findings contribute to the documentation of pedagogy and practice that continues to disrupt the longstanding pervasive deficit paradigm toward educating emergent bi/multilingual children and prioritizes viewing and keeping children whole by supporting the development of their full linguistic repertoires in classrooms.

Author

• Amy Clark, DePaul University
  Presenting Author