"Mamá, vamos a escribirlo todo". Los textos identitarios como facilitadores de la literacidad plurilingüe "Mum, let's write it all down". Identity texts as facilitators of multilingual literacy

Abstract

This paper presents a research carried out in three multilingual classrooms where identity texts are used as a central pedagogical tool adapted to each level: Pre-primary, second and sixth year of Primary Edu-cation. Results show that identity texts foster the in-clusion of home languages in the school context and encourage the collaboration of families. The process was documented through classroom observations and interviews to educators and parents, and verifies that the proposed tasks promote plurilingual literacy in both alloglot and non-alloglot students. Besides, the main strategies for the management of linguistic rep-ertoires developed by children are presented. Conclu-sions point at the need of a well-defined and struc-tured use of home languages throughout the school years, including a specific role for families' involve-ment.