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The field of reading instruction has long valued storytelling for literacy development, but what kinds of stories are bi/multilingual students exposed to at school? Through the cognitive phenomena of conceptual metonymy and metaphor, this article links language to identity and exposes practices that act to fracture the identities of bi/multilingual students, redefined here as active bilingual learners/users of English...
Dual‐language books (DLBs) are often seen as positive resources for biliteracy development, but most contain implicit messages about the status of the languages used. Through a large content analysis of 100 dual‐language children’s books (DLCBs), across 10 publishing companies, the authors developed a linguistic typology of DLBs in order to expose messages of linguistic hierarchy. In this article,...
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