Translingual Writing of a Multilingual Child In and Out of School

School literacy in North America continues to focus on society’s dominant languages. Literacy curriculum — particularly during early grades has an urgency for children quickly master emergent skills the official languages, vindicating exclusion of other minoritized languages that multilingual bring school. Guided by a translingual approach literacy, this motherscholar research explores how and why child utilized his Korean linguistic resources compositions across scripts, genres, modalities, contexts kindergarten first-grade years. The qualitative analysis child’s brought from school completed at home revealed he solidified social relationships with others through letter writing asserted multicultural affiliations identities various genres. He did so natural attunement differences laborious orchestration resources. His minimal engagement compared practices implications teachers parents children.