Translanguaging in classrooms opens spaces for multilingual students to engage in learning across the full range of their linguistic repertoire. We argue that one result of translanguaging pedagogy is that it can transform the talk-for-learning in the classroom and create a corriente or flow of ideas that is more free and less constrained than…

This article addresses the question of how teachers can support English-language learners (ELLs) at emergent levels of English proficiency to be meaningfully included and engaged in text discussions. A microethnographic analysis was performed to closely examine patterns of interactions between a teacher (native speaker of English) and three…