The Construction of Biliterate Narratives and Identities Between Parents and Children
This article highlights two bilingual families who participated in a larger study titled ΓÇ£Revaluing Readers and Families.ΓÇ¥┬á Drawing on multiple theoretical perspectives to highlight the experiences of a Greek and English speaking family and a Spanish and English speaking family, this article explores how these two bilingual families created narratives and identities about biliteracy based on their perceptions of their childrenΓÇÖs bilingual reading abilities.┬á Through a comparative analysis of multiple data sources that includes ethnographic observations, interview data, and miscue analysis data, this article investigates how the families co-constructed their childrenΓÇÖs biliterate identities by acting and reacting to their childrenΓÇÖs oral reading abilities in two languages.┬á Instead of viewing biliteracy as an all-or-nothing enactment, the findings suggest that families generate narratives of biliteracy that allow them to define and defend their childrenΓÇÖs biliterate identities and abilities.┬á The implications of this research for educational settings are also discussed.
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