Investigación sobre literatura: Conversaciones que involucran el translenguar y temas de immigración en una clase dual/A Literature Inquiry: Discussions Involving Translanguaging and Immigration Issues in a Dual Language Classroom

Abstract

The article analyzes bilingual students’ uses of their two languages, Spanish and English, in literacy discussions in a third-grade bilingual classroom in the Southwest of the United States. With a teacher action research (TAR) approach, I show a commitment of doing research with the participants in social classroom situations toward action. I analyzed data sources consisting of focus group interviews, transcripts of discussions, and writings looking for empirical evidence and co-occurrences. I show emergent bilinguals’ divergent thinking in interpreting and discussing a linguistically and multiculturally diverse book and use of translanguaging practices for communicative purposes, drawing from their complete linguistic repertoire. The results of the study are related to a critical multicultural analysis of the text, language acquisition, identity, and immigration issues. I end with a conclusion and implications for future research in the field of biliteracy while viewing research as transformative for the participants.