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Abstract
This interdisciplinary inquiry engaged in posthuman thinking on literacy entanglements of a multilingual individual with Rett syndrome, a rare neurological condition resulting in significant disabilities in speech and functional hand use, among others. Drawing from in-situ observations, interviews, and a focus group discussion with the individual, her parent, her literacy teacher, and her babysitter, the study posed two central questions: “How is a child with Rett syndrome entangled with other human and non-human interactants during literacy activities at home?” and “What are the larger implications of these entanglements for inclusive language and literacy education practices?” The findings demonstrated dynamic interconnectedness between the actants in shaping the individual’s language and literacy experiences. The study proposed language and literacy teachers, teacher educators, and scholars turn the gaze to the non- human elements and their entanglements in language and literacy and interrogate the assumed boundaries that marginalized certain ways of knowing, doing, and becoming literacies.