ABSTRACT
In these scenarios, the children interacted as both learners and teachers in multilingual and multicultural contexts. With the “other teachers” in their livestheir networks of support-they drew on familiar practices and invented new ones. In the process, they created new spaces for learning about language, literacy, and cultural roles and routines. The first vignette illustrates how Julializ, a bilingual kindergartner, was a part of a network of family and community members who supported each other. The children, using both Spanish and English, were teachers and learners: in the scenario above, the older cousins helped the younger one read the game text; on other occasions, Julializ took the lead reading Spanish while her cousin and brothers helped her read English. In the second
vignette, Kelli interacted within a network of Icelandic peers. The children used gestures, laughter, and manipulation of objects as well as English, Icelandic, and their own language inventions to support communication, facilitate play, and learn about language.
