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Full-Text Articles in Education
Imagining Multimodal And Translanguaging Possibilities For Authentic Cultural Writing Experiences, Lucía Cárdenas Curiel, Christina M. Ponzio
Imagining Multimodal And Translanguaging Possibilities For Authentic Cultural Writing Experiences, Lucía Cárdenas Curiel, Christina M. Ponzio
Journal of Multilingual Education Research
This article proposes ways to authentically amplify writer’s workshop for emergent bilinguals. Through the study of one bilingual teacher’s mediation in teaching, we examined the affordances that translanguaging and transmodal practices have for emergent bilingual students’ writing processes. In this case study, we focused on a writing sequence associated with the well-known Latin American holiday of the Day of the Dead, in which 3rd grade emergent bilinguals wrote “calaveras,” or literary poems, as part of an interdisciplinary language arts and social studies lesson. Our work is framed by sociocultural theories of mediation, literacy, and language. Under a multiliteracies pedagogy, we …
Multiliteracies In Rural Schools: The “Revuelto Y Mezclada” Of Home And Community Literacy Practices Of Midwestern Emergent Bilingual Families, Trish Morita-Mullaney, Haiyan Li, Jennifer Renn
Multiliteracies In Rural Schools: The “Revuelto Y Mezclada” Of Home And Community Literacy Practices Of Midwestern Emergent Bilingual Families, Trish Morita-Mullaney, Haiyan Li, Jennifer Renn
The Rural Educator
Multiliteracies is a paradigm for language and literacy, in which all languages and literacies are valuable, meaningful, and serve a purpose in meeting the needs of the learner within their social contexts. Multiliteracies are enacted and negotiated through different languages, technologies, and modalities and are represented in homes and communities of English Learners (ELs) or emergent bilinguals (EBs), representing their bi- or multilingual identities. Within rural communities, these family multiliteracies differ from the predominantly English-monolingual contexts found within schools, but have the potential to reshape rural educators’ conceptions of literacies. Redefining literacy holds significance in rural communities where resources, including …
Probing The Promise Of Dual-Language Books, Lisa M. Domke
Probing The Promise Of Dual-Language Books, Lisa M. Domke
Reading Horizons: A Journal of Literacy and Language Arts
Because dual-language books (DLBs) are written entirely in two languages, they have the potential to help readers develop multilingual literacy skills while acting as cultural and/or linguistic windows and mirrors. However, the ways in which publishers choose words when translating, format languages, and represent cultures have implications for readers in terms of identity, readability, and language learning. This content analysis of 69 U.S. Spanish–English dual-language picturebooks published from 2013–2016 investigated trends in DLBs’ cultural, linguistic, formatting, and readability factors. It also determined these trends’ relationships with publisher types, original publication language, and author and character ethnicity. Findings include that publishers …
A Teacher's Inquiry Into Bringing In Biliteracy In A Fifth-Grade English-Only Classroom, Stephanie Lynn Abraham
A Teacher's Inquiry Into Bringing In Biliteracy In A Fifth-Grade English-Only Classroom, Stephanie Lynn Abraham
Networks: An Online Journal for Teacher Research
This teacher inquiry project explored how I, a non-Spanish speaking teacher at the time, implemented critical, bilingual pedagogies to foster biliteracy development among my fifth-grade students. One, the project showed that students could further their biliteracy by incorporating their funds of knowledge through a family stories writing project. Two, many students were anxious about reading in Spanish, and dual poetry alleviated this due to its compactness and linguistic scaffolding. Finally, the project showed the continual issues of unequal power relations concerning bilingualism and biliteracy in US classrooms by showing how I failed to include languages other than Spanish in this …
A Socio-Psycholinguistic Perspective On Biliteracy: The Use Of Miscue Analysis As A Culturally Relevant Assessment Tool, Bobbie Kabuto
A Socio-Psycholinguistic Perspective On Biliteracy: The Use Of Miscue Analysis As A Culturally Relevant Assessment Tool, Bobbie Kabuto
Reading Horizons: A Journal of Literacy and Language Arts
Through the presentation of two bilingual reader profiles, this article will illustrate how miscue analysis can act as a culturally relevant assessment tool as it allows for the study of reading across different spoken and written languages. The research presented in this article integrates a socio-psycholinguistic perspective to reading and a translanguaging perspective to language use to highlight how differences in language and writing systems did not lead to difficulties or barriers in orally reading or comprehending texts. Contrarily, the use of miscue analysis was a culturally relevant assessment that provided a multidimensional perspective into the ways in which the …
Necessary Paradigm Shifts In Bilingual Education: Rethinking Multilingual Literacy, A. Nevárez-La Torre
Necessary Paradigm Shifts In Bilingual Education: Rethinking Multilingual Literacy, A. Nevárez-La Torre
Journal of Multilingual Education Research
No abstract provided.