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2018
Volume 49, Issue 4
  • ISSN: 0098-6291
  • E-ISSN: 1943-2356

Abstract

In these instructional notes, I share practical strategies for using ESL students’ first language as a resource for English language and literacy acquisition. These strategies emerged from a bilingual writing program that linked ESL and Spanish writing instruction at Bronx Community College (CUNY). After discussing how I was able to circumvent the monolingual orientations of my institution and set up this program as a learning community cluster, I illustrate ways in which translanguaging can help ESL students take ownership of English for academic purposes.

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/content/journals/10.58680/tetyc202231899
2022-05-01
2025-03-17
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