Using a three-article format, this dissertation investigates language and literacy in the context of K-12 education in the U.S. Beginning with a humanities-based Critical Essay, article one traces translanguaging from its inception to its current state. This article intends to introduce translanguaging from a broad spectrum of interpretations and critiques for the reader to shape their own informed opinion about the nature of translanguaging and its claims. Article two of this dissertation encompasses a creative writing piece that illustrates my original intent of using translanguaging as a pedagogical device for a researcher-practitioner piece and details why I remain cautious about translanguaging as a viable tool. Article three includes a case study that investigates the curriculum implementation process of a researcher-practitioner team when navigating an unexpected mid-year curriculum change, specifically focusing on the supplementation of our ELA curriculum. Data sources for this study include student English Language Arts work and teacher-reported observations. Findings reveal that while digitally-sourced curricula serve as quick, time-efficient solutions for locating supplemental teaching materials, the quality of such materials can be poor. Digitally-sourced curricula often require significant adaption, ultimately creating unanticipated challenges to practice.
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