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

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Title: Communicative Belonging in Early Literacy: Who Is Heard, Whose Literacies Matter, and Who Belongs
Language: English
Authors: Mariana Souto-Manning, Ayesha Rabadi-Raol (ORCID 0000-0002-9737-7845), Jessica Martell (ORCID 0009-0006-6794-9511), Patricia Pión
Source: Reading Teacher. 2026 79(6).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 12
Publication Date: 2026
Intended Audience: Teachers
Document Type: Journal Articles
Reports - Descriptive
Education Level: Early Childhood Education
Descriptors: Emergent Literacy, Literacy Education, Teaching Methods, Sense of Belonging, Early Childhood Education, Justice, Caring, Listening, Diversity, Inclusion, Code Switching (Language)
DOI: 10.1002/trtr.70044
ISSN: 0034-0561
1936-2714
Abstract: Early literacy teaching and learning shapes whose voices are heard, whose ways of communicating are valued, and who belongs in school. Yet, early literacy classrooms are often governed by white, monolingual norms that marginalize multilingual and multidialectal children, positioning linguistic difference as a problem. This article advances communicative belonging as a justice-centered framework that reframes literacy from gatekeeping to a relational practice grounded in listening, affirmation, and care. We articulate four interrelated commitments--intrapersonal, interpersonal, organizational, and communal--and illustrate how teachers can activate communicative belonging by listening for meaning, inviting translanguaging, and affirming diverse literacies in everyday teaching, learning, and assessment. When early literacy is designed for belonging, it becomes a shared practice of agency, dignity, and connection.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504103
Database: ERIC
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  Data: Communicative Belonging in Early Literacy: Who Is Heard, Whose Literacies Matter, and Who Belongs
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  Data: <searchLink fieldCode="AR" term="%22Mariana+Souto-Manning%22">Mariana Souto-Manning</searchLink><br /><searchLink fieldCode="AR" term="%22Ayesha+Rabadi-Raol%22">Ayesha Rabadi-Raol</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9737-7845">0000-0002-9737-7845</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jessica+Martell%22">Jessica Martell</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-6794-9511">0009-0006-6794-9511</externalLink>)<br /><searchLink fieldCode="AR" term="%22Patricia+Pión%22">Patricia Pión</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Reading+Teacher%22"><i>Reading Teacher</i></searchLink>. 2026 79(6).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 12
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  Data: 2026
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  Data: Teachers
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Emergent+Literacy%22">Emergent Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+Education%22">Literacy Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Sense+of+Belonging%22">Sense of Belonging</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Justice%22">Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Caring%22">Caring</searchLink><br /><searchLink fieldCode="DE" term="%22Listening%22">Listening</searchLink><br /><searchLink fieldCode="DE" term="%22Diversity%22">Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Code+Switching+%28Language%29%22">Code Switching (Language)</searchLink>
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  Data: 10.1002/trtr.70044
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  Data: 0034-0561<br />1936-2714
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  Data: Early literacy teaching and learning shapes whose voices are heard, whose ways of communicating are valued, and who belongs in school. Yet, early literacy classrooms are often governed by white, monolingual norms that marginalize multilingual and multidialectal children, positioning linguistic difference as a problem. This article advances communicative belonging as a justice-centered framework that reframes literacy from gatekeeping to a relational practice grounded in listening, affirmation, and care. We articulate four interrelated commitments--intrapersonal, interpersonal, organizational, and communal--and illustrate how teachers can activate communicative belonging by listening for meaning, inviting translanguaging, and affirming diverse literacies in everyday teaching, learning, and assessment. When early literacy is designed for belonging, it becomes a shared practice of agency, dignity, and connection.
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