ABSTRACT
This chapter presents a 21st century translanguaging stance for writing where language is conceived as a resource and reflects the ways in which writing exists in the world, where translanguaging is the norm. In this chapter we merge CUNY-NYSIEB's (City University of New York-New York State Initiative on Emergent Bilinguals) two nonnegotiable principles: (1) Support of a multilingual ecology for the whole school and (2) Bilingualism as a resource in education, with a rich tradition of thinkers and researchers in the field of writing who conceive writing as a recursive process. Next, we focus on the importance of capitalizing on the literacy and linguistic practices students bring as rich resources to nurture and nudge the writer, including those texts that are multimodal, thus making translanguaging essential to the writers' construction of meaning, modes of expression, and writing process. The chapter addresses the significance of teachers examining their own theories about the teaching of writing, as well as the importance of decentering teaching to create learning environments that truly nurture the emergent bilingual writer and resists monolingual conceptions of writing.
