Abstract
AbstractIn this article, I share some of the findings from a community‐engaged research project based at Autores Fuertes, a community literacy center, located in urban Philadelphia. Using an engaged, ethnographic case study approach, I conducted observations and interviews at the center, as well as taught translanguaging writing workshops. The findings showed that community language and literacy practices are translingual and complex, invalidating the notion that linguistic and cultural mismatches between home and school exists. Given the complexity of community translingual repertories, it is important that pedagogical spaces build upon these repertoires, which will develop children's language and literacy practices.
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