This session introduces the Multiliteracy Dialogic Notetaker, a pedagogical tool designed to deepen language and literacy development while centering translanguaging and border literacies in bilingual and multilingual classrooms. Used in an AP Bilingual U.S. History classroom, this approach reframes note-taking as meaning-making rather than simple transcription. Students engage their full linguistic repertoires, moving across languages, modalities, and cultural references, to process complex academic ideas and texts. Grounded in translanguaging theory and multiliteracies frameworks, the notetaker encourages the use of multiple languages, visuals, diagrams, quotations, reflections, and conceptual mapping. Bi-multilingual students use this tool to synthesize historical analysis, organize and connect historical schema, and develop academic classroom practices while discovering their voice across languages.
