Translanguaging Together: Building Bilingual Identities con Nuevos Amigos

Abstract

AbstractIn this article, the authors share their experiences creating and implementing a unit focused on supporting bilingual identities through integrating language domains and translanguaging with authentic writing experiences. Two dual‐language first‐grade teachers from Colombia and the US worked together to model, celebrate, and support the use of translanguaging as a meaningful communicative practice that encourages bilingual students to draw on all of their linguistic resources. The article includes the instructional progression used to support emergent bilingual first graders with writing letters and creating interactive videos with the purpose of making new international friends and learning about each other's communities. Practical suggestions with examples provide ideas for building supportive bilingual communities, selecting and reading aloud texts with translanguaging practices, building contextualized vocabulary, developing oral language, supporting letter and video creations, and engaging with and responding to bilingual peers.