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March 17, 2026The Reading Teacher

Communicative Belonging in Early Literacy: Who Is Heard, Whose Literacies Matter, and Who Belongs

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Authors

MSMariana Souto‐ManningErikson InstituteARAyesha Rabadi‐RaolSonoma State UniversityJMJessica MartellNew York College of Health Professions

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Implication

This article explores how to create belonging in early literacy through inclusive practices, highlighting linguistics and community.

Key Points

  • The aim is to develop a framework for addressing linguistic diversity and promoting belonging in early literacy classrooms.
  • Articulated four commitments: intrapersonal, interpersonal, organizational, communal.
  • Illustrated practices for teachers, such as listening for meaning and inviting translanguaging.
  • Focused on the importance of affirming diverse literacies in teaching and assessment.
  • Communicative belonging redefined literacy as a relational practice rather than a gatekeeping tool.
  • Enhanced agency and dignity among multilingual and multidialectal children.
  • Enriched classroom environments by valuing diverse modes of communication.

Cite This Study

Souto‐Manning et al. (2026) studied this question.

synapsesocial.com/papers/69b8f162deb47d591b8c6542https://doi.org/10.1002/trtr.70044
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