Much research explores how English-dominant schools can be harmful for these students (García, Kleifgen, & Falchi, 2008). are often linguistically diverse, with roughly 15 percent of students in K-3 rd grades being classified as “English Language Learners” in 2021 (National Center for Education Statistics, 2021). In fact, in the U.S., the majority of students attend schools where instruction and assessment take place largely or entirely in English (Shin, 2018). Neville's response is not unusual in the English-medium classrooms pervasive across the United States. After hearing his plans to read his book to his mom and dad who he has told me speak French at home, I ask him, “Do you think you could add in some French for when you read it at home?” Neville looks down at the English words on his page, and responds, “I can't- I don't know how to spell in French.” He has spent hours across several days during his classroom writing workshop researching and writing a text that he plans to bring home and share with his family. Second-grader Neville 1 is composing a nonfiction book about penguins. Further discussion includes how the use of Google Translate might contribute to shifting monoglossic classroom ideologies towards ones that value multilingualism. Implications for educators working in similar contexts are discussed, including how the use of digital translation tools can foster students' bilingual writing by offering in-the-moment spelling and vocabulary support. Examples of each pattern are used to illustrate how students interactionally engaged with this tool, using it to position themselves as bilingual authors and language learners, and grappling with material and ideological baggage (e.g., standardized language ideologies) the tool brought to the classroom.

They also negotiated limitations around the use of Google Translate. Students used Google Translate to support their inclusion of bilingual text and to interact with peers. Constant comparative analyses revealed three patterns related to students' use of this tool. This article draws on social literacies and placed resources perspectives to explore how one classroom of second-grade students used Google Translate as a tool to support their biliterate composing. Research is needed exploring how teachers and students in English-medium schools transform classrooms to welcome and value bilingualism and biliteracy.

N word in spanish google translate