Editors’ Introduction: Honoring and Sustaining Children’s Languages in Elementary Classrooms

• Published in: Language arts Vol. 100; no. 3; pp. 179 - 180
• Main Authors: Osorio, Sandra L, Woodard, Rebecca, Coppola, Rick
• Format: Journal Article
• Language: English
• Published: Urbana National Council of Teachers of English (NCTE) 01.01.2023; National Council of Teachers of English
• Subjects: Bilingual education; Children; Children & youth; Classrooms; Critical literacy; Educational Resources; Educational Strategies; Language arts; Linguistics; Literacy; Migrants; Multilingualism; Native languages; Teaching; Teaching Methods; Writing
• ISSN: 0360-9170; 1943-2402
• DOI: 10.58680/la202332260

The final feature article, by Kathy G. Short, Dorea Kleker, and Nicola Daly, is titled "Dual Language Picturebooks as Resources for Multilingualism: Children as Language Inquirers." Accompanying this article is Clare Donovan Scane's column "From Language Arts to Learning Communities: Get Curious About Language to Build upon Connections, Critical Literacy Practices, and Joy," which adds practical suggestions for how to support children's curiosity about languages. Next, there are two perspectives of practice pieces: "Linguistic Justice: Lessons Learned from Teaching Black Multilinguals" by Emily Zoeller and Allison Briceño, which describes the authors' use of an asset-oriented transliteracy approach with Black multilinguals to encourage the full use of their literacy and linguistic repertoires; and "Meeting Us Along the Journey" by Erika D. Garcia, which provides instructional strategies for working with transnational Indigenous migrant children with interrupted or nonexistent formal schooling.