ABSTRACT

This chapter examines preschool-age, English–Spanish emergent bilingual children’s literate and languaging practices during retell performances of Spanish- or English-medium stories previously read aloud by their teacher. The study was framed around García’s (2013) concept of translanguaging—the normative, dynamic discursive practices (e.g., codeswitching, translation, parallel monolingual performances in bilingual conversations) that characterize the bilingual experience. For emergent and more experienced bilinguals alike, translanguaging is a unique semiotic resource. Through translanguaging bilinguals access specific language features and modes from their full linguistic repertoire to maximize their communicative potential. That is, translanguaging acknowledges the varied linguistic repertoires that bilinguals bring to their interactions with others and allows them to use all those features for expression and meaning making “without regard for watchful adherence to the socially and politically defined boundaries of named (and usually national and state) languages” (Otheguy, García & Reid, 2015, p. 281).