Fostering and Sustaining Diverse Literacy Practices in the Early Childhood Classroom: Reviewing the Literature in Three Areas. (November 2017)

• Record Type: Journal Article
• Authors: Machado, Emily
• Is Part Of: Literacy research. Volume 66:Number 1(2017)
• Page Start: 309
• Page End: 324
• Publication Date: 2017-11
• Subjects: early childhood -- diversity -- equity -- language; Reading -- Periodicals; Reading -- Congresses; Literacy -- Periodicals; Literacy -- Congresses; Reading -- Remedial teaching -- Congresses; Reading -- Remedial teaching -- Periodicals; 302.2244
• DOI: 10.1177/2381336917718178
• Languages: English
• ISSNs: 2381-3369

Abstract

In this article, I synthesize extant research that documents how teachers foster and sustain children's diverse literacy practices within the early childhood classroom. Framing this review with Bakhtin's heteroglossia, I draw on theoretical and empirical scholarship in the fields of biliteracy, translanguaging, and culturally sustaining pedagogy. Findings are organized into three themes: (1) comparing languages and literacy practices, (2) hybridizing literacy practices, and (3) engaging children's linguistic and cultural repertoires. I conclude with a discussion of implications for researchers and practitioners.