| Abstract: | This ethnographic study explores how three resettled refugee teens leveraged their out-of-school literacy practices to accomplish their schoolwork. As teens drew upon their out-of-school literacy practices, such as translanguaging and social media practices to make sense of homework, they created third spaces wherein they strategically merged their literacies to achieve their goals. This research provides implications for how educators can design learning environments that enable teens to do this type of complex work. |
