“Many prevailing narratives about [emergent bilinguals] focus on what they presume to lack […]. At the same time, some teachers and researchers have pushed for a frame shift, arguing that more attention be paid to what students are doing as they navigate multiple languages, and to the mental flexibility and resourcefulness of emergent bilinguals. […]

“Some scholars (e.g., García, Makar, Starcevi, & Terry, 2011) have identified a particularly important dimension of translanguaging: students’ ability to use peers as resources to help them communicate their ideas and “make sense of their worlds” (García & Leiva, 2014, p. 200). Translanguaging as a social practice has started to affect language policies in schools — from calling attention to children’s language use in classroom learning to being considered in school and district policies around language use and instruction. However, while children’s oral sharing of their ideas in ways that draw on varied linguistic repertoires is slowly becoming more acknowledged as a collaborative social practice, scholars of second language acquisition have generally not examined the implications of this insight for the particular ways in which EB readers comprehend and interpret text, their textual meaning making.

(Aukerman, et al., 2017)