Learning to teach inclusively in bilingual education: A “toma-y-daca” dance for permeable biliteracy spaces
Abstract
Teacher preparation for inclusive bilingual education necessitates collective reflective learning opportunities. Employing CHAT, the study explored how three in-service and eight bilingual pre-service teachers negotiated biliteracy teaching as part of the Varied Ways of Reading (VWR) Project. Horizontal reciprocal negotiation took place along a collective zone of proximal development in a productive give-and-take dance that we named a “toma-y-daca.” The study highlights the relevance of fostering multidirectional permeability across knowledge and mediating artifacts that became fundamental for expansiveness in VWR. The VWR design allowed teachers to explore possibilities for more inclusive biliteracy teaching for their multilingual learners with disabilities.
Fields of Study & Subjects
Multilingual Education and Policy
Second Language Learning and Teaching
EFL/ESL Teaching and Learning
Publication details
- Journal / source
- Bilingual Research Journal
- Publisher
- Informa UK Limited
- Volume
- 49
- Issue
- 1
- Pages
- 77–97
- Publication date
- 2 January 2026
- Language
- EN