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100			_aBauer, Eurydice Bouchereau _956083
245			_aBiliteracy of African American and Latinx Kindergarten Students in a Dual-Language Program: Understanding Students’ Translanguaging Practices Across Informal Assessments/
260			_bSage, _c2020.
300			_aVol 55, Issue 3, 2020( 331–361 p.)
520			_aThis article uses a translanguaging framework, together with critical case sampling and qualitative analysis, to explore how six students approached literacy in an integrated dual-language (DL) program in a low-income, working-class, predominantly African American school. Students’ translanguaging practices encompassed a broad repertoire of features that included home language, academic language, metalinguistic awareness, and lived experiences across home, school, and community contexts—many of which likely to go unexamined with traditional standardized testing. Educators working with minoritized DL students are encouraged to adopt a translanguaging lens when assessing students’ bilingualism and biliteracy to more fully capture students’ linguistic repertoire.
700			_aColomer, Soria Elizabeth _956084
700			_aWiemelt, Joe _956085
773	0		_010959 _916913 _dSage, 2019. _tUrban education
856			_uhttps://doi.org/10.1177/0042085918789743
942			_2ddc _cEJR
999			_c13899 _d13899