Negotiating Translanguaging in the Dual Language Bilingual Education Classroom: Supporting Latiné Students' Linguistic Intuitiveness

Abstract

This article examines how one second‐grade dual‐language teacher supported translanguaging during interactive read‐alouds and literacy discussions while working in a district that emphasized the use of separate languages. Drawing on classroom observations, interviews, and field notes, we illustrate how the teacher encouraged students to use their bilingual resources to participate, construct meaning, and discuss texts. The findings show how translanguaging, language ideologies, and broader raciolinguistic assumptions intersected during classroom interactions and how intentional teacher responses disrupted language policing while affirming students' bilingualism. We conclude with practical recommendations for literacy educators seeking to create more linguistically just and participatory classrooms.