Abstract
We employ Bonny Norton’s idea of investment to explore the ways middle school emergent bilingual students negotiated their language identities during participation in a culturally responsive intervention that draws upon students’ translanguaging practices to improve their English reading comprehension. Students exerted agency by negotiating the ways they were positioned by other students, the research team, and their school. The dynamic nature of their identities highlights the instructional promises and challenges of honoring student agency. We provide a framework for implementing collaborative translation in teachers' classrooms.
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