Research in the Teaching of English - Volume 57, Issue 4, 2023

In this article, I center the voices and experiences of Yazmin, Valeria, Guadalupe, and Monet, four escritoras that participated in Somos Escritoras, a creative space for Latina girls (grades 6–12) that invites them to share and perform stories from their lived experiences using art, theater, and writing as tools for reflection and examination of self and world. For two weeks, these escritoras created art and composed personal stories from their lives that addressed the tensions and contradictions at the intersections of age, language, culture, and ethnicity they navigate daily as Latina girls. For my inquiry, I explored the following questions: How do Latina/Chicana girls use writing and art to describe their experiences, histories, and identities? What can we learn from their voices? In their embodied art and writing, the girls wrote toward the foundation that their mothers had paved for them through their hopes and dreams, sometimes deferred. Rewriting narratives of self, the girls drew on creative acts to examine their lives and reclaim their experiences. Theorizing the future, the girls construct a world for themselves rooted within the stories and voices of their ancestors and those of the writers, poets, and storytellers whose writing has carved out a place for us in the world. Their words offer important perspectives into the ways that we design spaces and literacy curriculum that centers their intellectual, cultural, and gendered ways of knowing and being as important resources for teaching and learning.

Research has shown the benefits of peer interaction to scaffold learning of disciplinary literacies. We extend knowledge in this area to examine peer interaction and the affordances it creates when emergent bilinguals engage with multimodal texts in disciplines to make meaning. Using discourse analysis of the interactions of a small group of third graders carrying out a project in science class, we explored how four emergent bilinguals collaborated to design, produce, and distribute traditional and alternative texts. We found that translanguaging and transmodal collaborative structures support learning processes and comprehension to make sense of and contextualize disciplinary knowledge. A dynamic and recursive translanguaging pattern emerges in which the introduction and contextualization of knowledge happens in Spanish, the interaction occurs mainly in English, and the creation is in both English and Spanish. We discuss the affordances of these collaborative structures for supporting students in science and promoting Spanish and student bilingualism.

In this study, I draw upon ethnographic methods to explore three multilingual international students’ first-semester linguistic functioning in their college writing classrooms and beyond. Through the lens of superdiversity (Vertovec, 2007), I investigate participants’ experiences beyond their shared membership as Chinese international students and unpack within-group variabilities in relation to their language and literacy backgrounds. The findings indicate that multilingual international students’ varying high school experiences are likely to position them at different acculturative stages for overseas studies; it is crucial to understand their superdiversity beyond the traditional paradigms of supporting “ELLs.” The findings illustrate that superdiversity plays an important role in complicating our understandings of multilingualism and multilingual student support in American higher education. I argue that recognizing and understanding superdiversity is important for both multilingual international students and their teachers. All college educators across the disciplines must go beyond simply acknowledging the existence of superdiversity. Instead, they must explicitly teach it to combat the zero point of English (Mignolo, 2009). This article outlines hands-on pedagogical activities to facilitate new arrivers’ smooth linguistic transition in college and achieve linguistic empowerment by debunking monolinguistic assumptions.

For the final In Dialogue of our editorial term, we wanted to invite some luminary voices in literacy studies to think together about the future of critical studies in literacy research. We asked Betina Hsieh, Danielle Filipiak, Tiffany Nyachae, David Kirkland, and Carol Brochin what they thought would push the field forward: What would or should literacy studies and English education look like in the future, including what collective priorities should be emphasized? We invited them to think together, to imagine what might be possible or necessary in a world that is on fire. In giving these scholars the “last word” of our editorial term, we are hoping that this effort toward intergenerational, collaborative knowledge building can be one of the seeds of hope that will help us grow toward a better future.