Program
Education K-12 M.A.
Number of Pages
129
Year Approved
2024
First Advisor
Elliott, Nathan
Second Reader
Lisa Silmser
Abstract
Studies have indicated that implementing translanguaging practices in language immersion programs impacts student writing. However, the overall body of research remains sparse. Because of the limited body of research, opposing ideologies around translanguaging practices create barriers to implementing such practices in school programs. This study explores and evaluates various translanguaging practices and their impact on student development, including multilingual identity and academic achievement, through a comprehensive literature review of existing research. The language immersion settings for the studies included in this research range from elementary schools to universities focusing on elementary immersion programs. Upon completing the literature review, the researcher uses evidence from existing research to develop application materials for professional development and instructional resources. The presented resources are intended to be used in an elementary language immersion setting to support students in using all of their linguistic resources, resulting in improved language development and writing. Overall, the study reveals that translanguaging practices in elementary language immersion programs positively impact students' multilingual identity and multilingual development, ultimately resulting in improved multiliteracy.
Degree Name
Education K-12 M.A.
Document Type
Masterʼs thesis
Recommended Citation
Hughes, L. (2024). Translanguaging as an Elementary Language Immersion Writing Approach [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/1122
Terms of Use and License Information
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