Young bilinguals’ voices: reflecting on being experts and becoming literate

Research output: Contribution to journalArticlepeer-review

2 Scopus citations


This article provides findings about how the construction of literacy practices mediated the positive identity development of first-grade bilinguals in an inquiry-based setting over an academic year. Utilizing a sociocultural approach and a Positive Discourse Analysis lens, the researcher reports findings from an exemplary primary classroom that facilitated positive identity development among young bilinguals as they simultaneously developed language, literacy, and content knowledge.

Original languageEnglish (US)
Pages (from-to)311-334
Number of pages24
Issue number4
StatePublished - Oct 1 2016


  • English learners
  • Identity
  • discourse analysis
  • emergent bilinguals
  • inquiry-based learning
  • literacy practices

ASJC Scopus subject areas

  • Education


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