ABSTRACT
This chapter describes how a group of third graders from a bilingual school engaged as bilingual language ethnographers in observing and analyzing the language practices of themselves, families, and communities. The chapter provides an overview of the inquiry project and describes how the students explored their own language practices in the classroom, as well as how they went out into their community to observe and document how people language. Becoming bilingual language ethnographers prompted both students and teachers to start to examine their own language ideologies. This process of collaborative inquiry about languaging was a first step in challenging a monoglossic approach to bilingual education as the teachers designed a translanguaging transformational space.
