ABSTRACT This Teaching and Learning in Practice article describes a six‐week “Wait‐and‐See Identity Project” conducted with multilingual learners ages 9–13. Integrating identity‐based journaling and arts‐based activities, this teacher‐developed, teacher‐led project invited students to explore and negotiate aspects of their identities while engaging in meaning‐making around a shared novel. The project weaves together multimodality, student voice, and authentic literacy engagement.
Thomason et al. (Tue,) studied this question.