Representing Identity: The Importance of Literature and the Translanguaging Space for EAL/D Early Years Literacy Learning

Quality literature is a natural fit when choosing resources to support learning in early years settings. This qualitative research reports how literary texts can be used foster EAL/D students’ poetry writing and represent their identity. During professional learning, teachers were supported select range of engaging design quality literacy experiences focused on thirdspace drama other creative strategies. Students afforded agency respond the then employed Janks’ redesign cycle craft identity text poems using home language(s) English. The lesson sequence generated translanguaging space, highlight richness stories give voice distinctive views self world.