Translanguaging in Inclusive Classrooms: Learning With Children and Families

154 YOUNG EXCEPTIONAL CHILDREN Vol. 24, No. 3, September 2021 https://doi.org/10.1177/10962506211002536 DOI: 10.1177/10962506211002536 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2021 Division for Early Childhood Ms. Corinne is a preschool teacher with licensure in early childhood education at Hillside Elementary, a public school with an inclusive, universal preschool program enrolling children aged 4 to 5 years old. The school’s main office distributed forms about language use that families can complete at the beginning of the school year. As children returned the completed forms, Ms. Corinne carefully read the information and scheduled a meeting with the family of Daniel, a 4-year-old in her class with a multilingual background. Ms. Corinne wanted to learn more about Daniel’s linguistic repertoire and his family’s priorities for his language use. Daniel’s mother, Vanessa, and Daniel’s grandmother, Roseline, primarily speak to Daniel in Haitian Creole; his father, Manuel, speaks to him in Spanish; and Daniel is also exposed to English regularly through television and interactions within his community. Daniel’s multilingual household exposes him to Haitian Creole, Spanish, Haitian French, and English. Daniel’s caregivers fluidly share their full linguistic repertoire with him, drawing from four language systems to communicate with him, each other, and others. Vanessa receives the language use form that was sent home with Daniel after his first day of preschool. Vanessa fills out the form and returns it to the school. She is 1002536 YECXXX10.1177/10962506211002536YOUNG EXCEPTIONAL CHILDRENShort Title / Beatty et al. research-article2021