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In this alternatively formatted article, three teacher-researchers explore how third- and fourth-grade students in English-As-A-Second Language classrooms learn to read and write bilingual picturebooks. Seeking more innovative and culturally responsive writing processes and products for children, the authors consulted research on multilingual and multimodal composition and the art of the picturebook to design and enact curriculum. Authors share their instructional design and materials and showcase how two students were mentored by Latino children’s authors and illustrators to craft their own picture books.