Building Bridges in Bilingual Classrooms: Collaboration, Translanguaging, and Scaffolding in Early Elementary Language and Literacy Development

• In Event: Voices and Visions in Dual Language and Bilingual Education

Abstract

This study examines language and literacy practices in a bilingual early elementary classroom during a Readers Theater unit. Grounded in Sociocultural Theory and Translanguaging Theory, the research explores how collaboration, translanguaging, and scaffolding influence bilingual literacy development. Findings reveal that peer collaboration enhances fluency, translanguaging validates linguistic resources, and scaffolding supports complex literacy tasks. The study underscores the importance of asset-based approaches in bilingual education, contributing to equitable literacy practices that honor students' linguistic identities.

Authors

• Marlene Walker, University of Dallas

• Christina Salazar, University of North Texas - Dallas

• Ángeles Muñoz, University of North Texas / Texas Woman's University