This article presents an analysis of the links between teacher practice and forced displacement based on a theoretical conceptualization and the narratives of the main actors: teachers and students of the first cycle of two schools in the city of Bogota. We analyze the contexts of the schools and the dynamics of the school scenarios. The research…

Using data from a 4-year longitudinal ethnography in a multiage classroom, this study followed one "struggling" reader/writer from his first day of kindergarten into first grade in order to explore how time shapes young children's beliefs about reading and writing as well as constructions of literate identities. Using mediated discourse…

This article examines the code-switching (CS) practices of culturally and linguistically diverse (CLD) young children in kindergarten and grade 1 classrooms. The author argues that their use of CS went beyond relief of psycholinguistic stress or coping with liminality (sense of living between two languages and cultures). Through several narratives…

This article offers a theoretical account of school literacy development that foregrounds the symbolic and social resources of childhood cultures. Drawing upon ethnographic data collected in an urban school site, this article illustrates how the playful childhood practices of a small group of young school children shaped their entry into school…

Although Chinese has become the third largest mother tongue in both Canada and the USA, Chinese/English biliteracy development has received little attention in educational research. This article explores three Chinese-Canadian first and second graders' biliteracy (Chinese/English reading and writing) and trilingual (Mandarin, Cantonese, and…