Working from a multilingual paradigm, wherein students’ linguistic resources are seen as part of a singular, dynamic and integrated linguistic system, this study examines the reading processes and strategy use of bi/multilingual adolescent readers (ages 17-21 years) at the post-secondary level. Knowledge in this arena is critically important both to support the disciplinary teaching and learning needs of these youth, and to generate theories and models of reading that reflect current understandings of bi/multilingualism as translanguaging/translingual practice. York University LAPS Minor Research Grant.
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