Article Critique: Diversity and Disciplinary Literacy Assignment

Article Critique Student’s Name Institution Course # and Name Professor’s Name Submission Date Summary This scholarly endeavor entails critiquing Garcia and Schleppegrell’s (2021) article. The article's primary purpose is to provide literacy strategies that promote translanguaging in the classroom, promoting diversity and the exchange of different world views. The article states that multilingual learners can incorporate both languages during engagement in disciplinary literacy practices (Garcia & Schleppegrell, 2021). Educators must implement culturally inclusive and responsive literacy strategies to support multilingual learners in classroom activities. The students require support to develop the disciplinary language and attain the grade-level standards. Educators promoting an inclusive learning environment offer experiences that can enrich the classroom experience for the other students as well. Translanguaging in social studies begins with the students becoming inquisitive, evaluating sources, seeking corroboration, and scrutinizing the evidence to gain different perspectives. Therefore, translanguaging utilizes the students’ previous knowledge to equip them to become proficient multilingual students. The research incorporated was qualitative, which involved interviews between two new Spanish-speaking students and a teacher. They participated in an interview to assess the impact of translanguaging on building multilingual students' proficiency and comprehension (Garcia & Schleppegrell, 2021). The students attended mainstream social studies and English classes to develop their language and knowledge. The research took one year for the students to learn and improve their proficiency in English. The findings indicated that students could read, analyze, and interact with challenging disciplinary concepts such as U.S. history through translanguaging (Garcia & Schleppegrell, 2021). Multilingual learners would connect what the educators taught in social studies and their existing knowledge. The students would then read and examine the sources and make connections with their background information. Alongside the educator, the students would examine plausible arguments. Then, the students would be required to establish their arguments, which they would be required to write down. The findings indicated that translanguaging promoted inclusivity while building one’s linguistic repertoire. Classroom Applications Translanguaging promotes diversity and inclusion, allowing multilingual learners to develop proficiency ...