The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Caplan Foundation for Early Childhood [grant 16-0007PCF to Portland State University] and Portland State University Office of Academic Affairs.
Journal of Early Childhood Literacy
Bilingual education, Bilingualism in children, Storytelling, Language development -- Case studies, Interaction analysis in education
Translanguaging through story documents the progression of an emerging bilingual preschooler who draws on his full linguistic repertoire to story his experiences with others. Over the course of the school year, Diego progresses in his ability to tell a complete story in both English and Spanish. Repeated engagement in storytelling provides the support needed for Diego to continue and extend ideas in his stories and in his drawing and play. The case shows how opening the space for children to use their full language repertoire enables a child to reciprocally develop named languages like English and Spanish as he improves at academic tasks like telling stories.
Flynn, E. E., Hoy, S. L., Lea, J. L., & García, M. A. (2019). Translanguaging through story: Empowering children to use their full language repertoire. Journal of Early Childhood Literacy. https://doi.org/10.1177/1468798419838569