8: Lessons in (Un)Learning From a Teacher Educator: Exploring the Translanguaging Corriente With Elementary Writers

This chapter is a retrospective analysis of the implementation of translanguaging theory to writing pedagogy during an after-school writing club with multilingual elementary students (Grades 1–6). The chapter explores two defining moments that led to an autoethnographic examination of adopting a critical metalinguistic awareness lens when working with multilingual writers. Implications for the importance of recognizing teacher’s critical self-reflection, the translanguaging stance, and celebrating multilinguals’ translanguaging corrientes and identities as writers are discussed.