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Multimodal Literacies in Young Emergent Bilinguals

Author: Sally Brown

Publisher: Channel View Publications

Published: 2022-04-29

Total Pages: 297

ISBN-13: 1800412371

This book presents research focused on young emergent bilingual children’s multimodal meaning-making processes in diverse cultural and linguistic settings. Chapters draw on a range of theoretical frameworks and expand on traditional notions of literacy, especially for students who are working to learn English as a new language. The insights into original research studies will help readers understand the many avenues that one can take as a practitioner in order to ensure that student assets are built upon to promote positive literate identities and learning experiences and, ultimately, to promote literacy success for diverse learners. Each chapter includes practical pedagogical recommendations and implications for teachers that can immediately be applied to classrooms, making the book an essential resource for using multiple modes to teach literacy with diverse student populations.

Young Emergent Bilinguals as Meaning Makers

Author: Sally Brown

Publisher: Dio Press Incorporated

Published: 2022-06-14

Total Pages: 0

ISBN-13: 9781645042631

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Young Emergent Bilinguals as Meaning Makers takes readers on a journey of the multimodal literacy experiences of over 125 young children learning English as a new language in U.S. public school classrooms. The book is filled with a plethora of student work samples, transcripts, and artwork produced with the author/researcher as part of their literacy centers. These examples illustrate the rich and sophisticated ways emergent bilinguals make meaning using everyday resources. This often goes unnoticed by monolingual educators who tend to value linguistic forms of learning. Insight is offered into using endpapers as cultural invitations for meaning-making during reading instruction as well as ways to assess the multimodal productions of children. There are plenty of implications for practice that include ways to use technology to enhance digital literacy skills, discursive moves, and specifics about ways to value artwork produced by emergent bilinguals. The book pushes for changes in school curricula and policy as a way to move beyond monomodal, monolingual, and monocultural ideologies and practices.

Art as a Way of Talking for Emergent Bilingual Youth

Author: Berta Rosa Berriz

Publisher: Routledge

Published: 2018-08-06

Total Pages: 276

ISBN-13: 1351204211

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This book features effective artistic practices to improve literacy and language skills for emergent bilinguals in PreK-12 schools. Including insights from key voices from the field, this book highlights how artistic practices can increase proficiency in emergent language learners and students with limited access to academic English. Challenging current prescriptions for teaching English to language learners, the arts-integrated framework in this book is grounded in a sense of student and teacher agency and offers key pedagogical tools to build upon students’ sociocultural knowledge and improve language competence and confidence. Offering rich and diverse examples of using the arts as a way of talking, this volume invites teacher educators, teachers, artists, and researchers to reconsider how to fully engage students in their own learning and best use the resources within their own multilingual educational settings and communities.

The Reading Turn-Around with Emergent Bilinguals

Author: Amanda Claudia Wager

Publisher: Teachers College Press

Published: 2019

Total Pages: 177

ISBN-13: 0807778230

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This practical resource will help K–6 practitioners grow their literacy practices while also meeting the needs of emergent bilingual learners. Building on the success of The Reading Turn-Around, this book adapts the five-part framework for reading instruction to the specific needs of emergent bilinguals. Designed for teachers who have not specialized in bilingual instruction, the authors provide an accessible introduction to differentiating instruction that focuses on utilizing students’ strengths, identities, and cultural backgrounds to foster effective literacy instruction. Chapters include classroom vignettes, teacher exercises, illustrations of powerful reading plans for the student and teacher, resources for culturally and linguistically diverse children’s literature, and tools to engage with students’ families and communities. “Emergent bilinguals are the fastest growing population in our schools, and this important resource equips literacy educators with tools for providing equitable literacy experiences for emergent bilingual students. The authors have done an exceptional job of presenting their turn-around framework in a way that not only puts forth a vision for effective language and literacy development, but also presents a practical approach for applying the framework in today’s multilingual, multicultural classrooms.” —Jana Echevarria, professor emerita, California Statute University, Long Beach

Multimodality, Learning and Communication

Author: Jeff Bezemer

Publisher: Routledge

Published: 2015-11-19

Total Pages: 170

ISBN-13: 1317418433

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This state-of-the-art account of research and theorizing brings together multimodality, learning and communication through detailed analyses of signmakers and their meaning-making in museums, hospitals, schools and the home environment. By analyzing video recordings, photographs, screenshots and print materials, Jeff Bezemer and Gunther Kress go well beyond the comfortable domains of traditional sites of (social) semiotic and multimodal research. They steer away from spurious invention and naming of ever more new and exciting domains, focusing instead on fundamentals in assembling a set of tools for current tasks: namely, describing and analyzing learning and communication in the contemporary world as one integrated field. The theory outlined in the book is grounded in the findings of the authors’ wide-ranging empirical investigations. Each chapter evaluates the work that is being done and has been done, challenging accepted wisdom and standing much of it on its head. With extensive illustrations and many examples presented to show the reach and applicability of the theory, this book is essential reading for all those working in multimodality, semiotics, applied linguistics and related areas. Images from the book are also available to view online at www.routledge.com/9780415709620/

(Re)defining Success in Language Learning

Author: Katie A. Bernstein

Publisher: Multilingual Matters

Published: 2020-09-08

Total Pages: 288

ISBN-13: 1788929012

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This book follows four emergent bilingual students in an English-medium pre-kindergarten in the US as they navigate the social and linguistic demands of school. It illustrates how students’ differing classroom social positions shaped their participation in interaction and, in turn, their English language learning across a school year. With a unique focus on both processes and outcomes, the book highlights language strategies that are overlooked if the focus is solely on one language or on group participation, and it emphasizes the importance of assessment choice in shaping which learners appear to be successful. It is a powerful argument for recognising the translingual and multimodal abilities of learners, even in education which is officially English-medium and monolingual.

Funds of Knowledge and Identity Pedagogies for Social Justice

Author: Moisés Esteban-Guitart

Publisher: Taylor & Francis

Published: 2023-07-21

Total Pages: 173

ISBN-13: 1000913449

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This edited volume takes the US-derived concept and praxis of funds of knowledge and applies it globally to critically analyse current education in line with social justice, antiracism, and culturally sustaining pedagogies. Edited by one of the premier international voices for the funds of knowledge approach, and in particular funds of identity theory, chapters foreground first-hand, participatory, research-practice experiences with learners, schools, and local communities. These experiences demonstrate the positive, social-justice inspired pedagogical actions that result in, and reveal, powerful possibilities for a decolonialised, antiracist praxis that aims to eradicate deficit thinking in education. Further, the inclusion of voices that are typically "othered" in the construction and distribution of academic knowledge make this a seminal volume in the field. Ultimately, the volume will be of interest to scholars, students, and researchers working in the sociology of education, psychology of education, and those specifically dealing with antiracism, decolonialism, and equity within education.

Art as a Way of Listening

Author: Amanda Claudia Wager

Publisher: Taylor & Francis

Published: 2023-03-23

Total Pages: 273

ISBN-13: 100084188X

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Offering a wealth of art-based practices, this volume invites readers to reimagine the joyful possibility and power of language and culture in language and literacy learning. Understanding art as a tool that can be used for decolonizing minds, the contributors explore new methods and strategies for supporting the language and literacy learning skills of multilingual students. Contributors are artists, educators, and researchers who bring together cutting-edge theory and practice to present a broad range of traditional and innovative art forms and media that spotlight the roles of artful resistance and multilingual activism. Featuring questions for reflection and curricular applications, chapters address theoretical issues and pedagogical strategies related to arts and language learning, including narrative inquiry, journaling, social media, oral storytelling, and advocacy projects. The innovative methods and strategies in this book demonstrate how arts-based, decolonizing practices are essential in fostering inclusive educational environments and supporting multilingual students’ cultural and linguistic repertoires. Transformative and engaging, this text is a key resource for educators, scholars, and researchers in literacy and language education.

Literacy Success for Emergent Bilinguals

Author: Theresa Roberts

Publisher: Teachers College Press

Published: 2017-02-17

Total Pages: 177

ISBN-13: 0807758175

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This practical book will help early childhood teachers (preK–2) understand and respond to the multiple influences (school, home, and societal) that affect emergent bilingual children’s academic achievement. The author explains the foundations of first- and second-language development and then provides teaching and curriculum practices specific to reading and English language arts. Chapters address incorporating first-language strengths, acquiring a second language, learning to read, building vocabulary, comprehending and thinking with text and language, helping children persevere, and more. Approaches for collaborating with families accompany each chapter. This book is designed to help teachers understand the underlying principles so they can modify, develop, and adjust their practice to be most effective for the emergent bilingual children they teach. It is a valuable resource for developing bilingual programs, teacher preparation, and professional development. Book Features: Teaching practices aligned with Preschool Learning Frameworks and the Common Core and other state standards. Summaries of teaching strategies and educational principles for easy reference. Broad coverage that includes language, literacy, motivation, and family collaboration. Key concepts illustrated with detailed lesson examples. Seamless integration of research findings and practical applications. “Apply Your Knowledge” sections to support ongoing dialogue for courses, coaching, and professional development.

(Re)imagining Translanguaging Pedagogies through Teacher–Researcher Collaboration

Author: Leah Shepard-Carey

Publisher: Channel View Publications

Published: 2023-06-08

Total Pages: 292

ISBN-13: 180041319X

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This book presents one possible pathway towards the advancement of translanguaging pedagogies: teacher–researcher partnerships. Although the existing literature alludes to the value of such partnerships, there is a lack of research that explicitly describes the complex processes of designing and implementing translanguaging pedagogies in primary and secondary school settings (K-12) across various international contexts. Through an expanded focus on teacher–researcher collaboration and the negotiation process, the book unpacks the opportunities and challenges of engaging in contextualized translanguaging designs with reference to broader ideological discourses and systemic structures. By promoting and highlighting teacher–researcher partnerships as one avenue for improvement and transparency, the chapters in this book demonstrate the potential of translanguaging pedagogies in classrooms and further resist the linguistic hierarchies that exist in educational institutions today.