Date Approved

7-6-2026

Embargo Period

7-6-2026

Document Type

Thesis

Degree Name

M.A. Reading Education

Department

Critical Literacy, Technology, and Multilingual Education

College

College of Education

Advisor

Susan Browne, Ed.D.

Committee Member 1

Stephanie Abraham, Ph.D.

Committee Member 2

Xiufang Chen, Ph.D.

Abstract

This qualitative case study explored the use of translanguaging among kindergarteners and examined how students’ use of their full linguistic repertoire served as a pedagogical practice in a two-way dual-language, Spanish-world classroom. The findings indicated that translanguaging functioned as an academic and linguistic resource, supporting student engagement and participation in classroom learning. Students used their complete linguistic repertoires to clarify meaning, negotiate understanding, develop vocabulary, make cross-linguistic connections through cognates, and demonstrate emerging metalinguistic awareness. These findings contribute to the growing body of research supporting translanguaging as a pedagogical approach in dual language classrooms, especially in early childhood education. The study provides evidence that strategically incorporating students' complete linguistic repertoires can enhance learning experiences and support equitable participation for emergent bilingual learners.

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