Mileidis Gort

TL;DR: The authors describe how one dual language preschool teacher navigated the tensions between language separation ideology and its practical realization in early bilingual education by co-constructing and enacting flexible bilingual pedagogic practices in support of Spanish-English emergent bilingual children's participation in language and literary activities and performance of academic discourse.

TL;DR: This paper investigated the writing processes of eight emergent bilingual children as they composed stories in two languages in a Writing Workshop (WW) context and found patterns of bilingual writing related to strategic codeswitching, positive literacy transfer, and interliteracy.

TL;DR: In this article, the authors present an analysis of the language practices of four Spanish/English dual language (DL) preschool teachers, focusing on the ways in which the teachers mediate bilingual interactions with students and distribute Spanish and English across different classroom discourse functions.

TL;DR: In this paper, a qualitative study examined code-switching patterns in the writing-related talk of 6 emergent Spanish-English bilingual first-grade children and found that English played a prevalent role in the creation of Spanish texts, but Spanish did not appear to have the same utility in the development of English texts.

TL;DR: The authors conceptualize language as an activity, or something language users do, rather than a structure or a system, and use it as a way of expressing themselves in a language context.