ABSTRACT
Guided by translingualism, this ethnographic case study explores the HL literacy practices of a mother-scholar’s two young children growing up in a trilingual (Farsi, Korean, and English) household in Georgia, in the United States. The children’s writings and drawings, as well as conversations around literacy, collected over a four-year period, serve as data sources. The qualitative data analysis revealed the important roles the siblings played in translingual writing across scripts. Their collaborative translingual engagement with literacy was facilitated by their interactions, as demonstrated by examples of written letters, contracts, and written tokens of endearment. The siblings served as an authentic audience for each other in their HL writing, superseding adults within the family. The findings highlight the affordances of the sibling relationship in a translingual approach to HL literacy development and have implications for parents of HL learners as well as HL researchers.
