10: Enlivening Writers and Writing Through the Translanguaging Corriente

Writing has a long history as a tool for liberation, as an act of solidarity among writers, and as praxis to impact change (Anzaldúa & Moraga, 2003; Lorde, 1977). A deep read across the chapters presented in this book evoke great hope and action for research and pedagogy that continues a similar tradition of writing for social change and that contests the insidious “policing” of bilingual students’ writing processes, stories, and language practices. Together, these chapters amplify our collective commitments as educators and researchers to resist additive approaches that replicate status quo conditions, refuse policies and practices that center monolingual values, divest children and youth of their familial inheritances, and subtract students’ voices, language experiences and lived realities from their writing lives and identities. Through this research collection, we offer the field a needed body of language and literacy practices that normalizes bilingual composition across an array of settings and conditions.