Abstract The multimedia practices and translingual writing of racialized bilingual students are growing areas of research. This article addresses the question: How do racialized bilingual students collaboratively engage in authorial choices to tell translingual stories during a time of heightened anti‐Latinx/e‐sentiment? Using the analytic frames of heteroglossia and translanguaging, this article draws on data from a yearlong ethnographic study of an ethnic studies course that employed sound technologies to engage language‐minoritized students in critical metalinguistic conversations through podcast writing. Findings illuminate the role of podcasting as a tool for fostering critical literacy, cultural belonging, and resistance to oppressive discourses, language ideologies, and anti‐Latinx/e sentiment in students' everyday lives. The article concludes with implications for integrating translanguaging pedagogies into classroom practices that push the boundaries of languages, modes, and media to foster socially transformative writing experiences.
Ríos et al. (Mon,) studied this question.
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