Abstract

In this review of Becoming Bilingual Readers: Identity, Translanguaging, and Biographic Biliteracy Profiles by Bobbie Kabuto (2021) AUTHOR examines the book’s reimagining of bilingual literacy assessment through Biographic Biliteracy Profiles—a narrative, strength-based alternative to standardized testing. Grounded in sociocultural theory, Kabuto highlights how multilingual students’ reading identities are shaped by translanguaging, family, and cultural contexts. This review explores Kabuto’s challenge to deficit-based language models and her call for inclusive, identity-affirming assessment practices that honor students’ full linguistic repertoires.

Keywords: Biliteracy, Bilingualism, Multilingualism, Multilingual learners, Translanguaging

How to Cite:

Canavan-Jones, K. M., (2026) “Centering Identity in Bilingual Literacy: A Review of Becoming Bilingual Readers”, Literacy Connections 2(1). doi: https://doi.org/10.4148/litconnections.21171