Emergent bilingual students draw on their linguistic repertoires, moving fluidly between named languages and varieties to meet communicative ends. However, these translanguaging abilities are often ...not supported in English‐dominant school settings. The author proposes six design principles that educators can use to create instructional strategies that support emergent bilinguals’ translanguaging in the classroom. The author then describes an instructional activity that was created and implemented following the design principles. During this activity, second‐grade emergent bilingual students used tablets to record and share multilingual e‐books. As a result, not only were students’ translanguaging abilities supported, but students were also able to create bilingual written texts and develop strategies to effectively translate for one another.
The authors explore the intriguing transnational awareness demonstrated by young students from immigrant families. The authors argue that awareness is an important fund of knowledge and the ...foundation on which some students build an inclusive view of the world, a view that honors the humanity of people around the world. After exploring the transnational awareness of young students, the authors follow one student from first grade into high school. Adam is Muslim American, bilingual in Arabic and English, and learning French. He is an avid soccer player, but most of all, he has a perspective on the world that is expansive, inclusive, and curious. Adam has lessons to teach not only his peers but also his teachers.
A "must read" for practitioners, policy makers and researchers interested in the detail and the theory underpinning this important family literacy initiative′ - Neil McClelland OBE, Director, ...National Literacy Trust `The REAL Project is one of the best conceptualized, most intensively documented and successful British family literacy initiatives and the book provides a comprehensive overview of all aspects of this powerful project. It is essential reading for anyone working alongside families to promote children′s early development′ - Professor Nigel Hall, Institute of Education, Manchester Metropolitan University Anyone involved in the field of early-childhood literacy should be familiar with the work of the REAL (Raising Early Achievement in Literacy) Project. Here, leading members of the project team Cathy Nutbrown, Peter Hannon and Anne Morgan, discuss the research. An essential guide to the subject, this book will be of great practical use to all in the field of early childhood literacy: students, practitioners and course leaders on literacy and early childhood courses. The authors discuss the policy contexts of early-childhood and literacy today and use their experience of the REAL project to discuss and illustrate practical research and evaluation strategies for family literacy workers. They examine the issues from all perspectives: teachers, parents and young children. The book concludes with examples of how the theoretical framework of the REAL Project (ORIM) has been used by other practitioners and an examination of the implications of such work for the future of early-childhood and literacy policy development.
Young students must become proficient in the new literacies of 21st-century technologies to be considered literate. This department explores how literacy educators can integrate information and ...communication technologies into the curriculum.
This article examines immigrant adults’ understandings of privacy, risk, and vulnerability in digital literacy practices that involve visual media. Although the benefits of digital media production ...have been explored with immigrant youths, the perspectives of adults remain unexplored. Informed by critical and transnational perspectives to digital literacies, ethical guidelines in visual media research, and social constructions of privacy, the author analyzes interactions in technology workshops for Spanish‐dominant, immigrant adults. Findings illustrate how adults’ understandings of online privacy are shaped by simultaneous affiliations to local and transnational networks. Findings also show differences in adults’ distribution, consumption, production, and presence in visual media published in online platforms, as well as their perspectives about participating (or refusing to participate) in these practices. Implications for practitioners implementing technology projects with nondominant and immigrant communities are discussed.
Better Together on Behalf of Our Children Simone, Julie; Hauptman, Ally; Hasty, Michelle
The Reading teacher,
November/December 2019, Volume:
73, Issue:
3
Journal Article
Peer reviewed
The authors detail how 2,000 teachers facilitating summer camps for 8,000 students across a state for three years engaged families in authentic literacy practices. Building relationships, considering ...families’ needs and strengths, and providing authentic learning experiences linked with literacy led to positive changes in family engagement and literacy motivation.
Young students must become proficient in the new literacies of 21st‐century technologies to be considered literate. This department explores how literacy educators can integrate information and ...communication technologies into the curriculum.
The authors closely analyzed 45 children's books featuring characters with refugee backgrounds that had been published since 2013. With the concept of culturally sustaining pedagogy underpinning the ...review, analysis revealed that these texts are rich and detailed, providing a starting point for discussing the global refugee crisis with students, but they occasionally fall short in providing complex, multidimensional representations of characters’ lives and experiences. A majority of the texts analyzed focus on the journey in search of a safe place to live, whereas very few focus on the complexity of making a life in a new place. The findings highlight the importance of identifying texts that provide complexity, dimension, and specificity in depicting experiences of refugee‐background characters across settings. Opening classrooms to texts about the diversity of refugee experiences invites teachers and their students to critically explore the important global issues of migration, equity, and ways of being human.
Although school is only one of many places where youths write, the writing privileged in school is often upheld as standard, whereas adolescents’ out‐of‐school writing often uses forms, styles, and ...topics not taught or allowed in school. Little is known about how K–12 educators can use research on out‐of‐school writing to inform in‐school writing curricula. The author examined research on adolescent out‐of‐school writing to synthesize the literacy field's knowledge of this phenomenon. The empirical literature from the last decade documents out‐of‐school writing that provides opportunities to focus on writing as a craft, includes digital texts and participatory cultures, emphasizes meaningful purposes and audiences, and highlights the work done by marginalized writers. The discussion considers implications for the conception of literacy writ large and offers principles drawn from existing scholarship as implications for K–12 writing educators.
Arabic is the second most common home language of English learners in the United States. Educators seek to design culturally sustaining pedagogy to develop Arabic‐speaking English learners’ English ...skills while nourishing their heritage language and affirming their culture's values. The authors report on a series of interviews with three Arabic mothers on their perceptions of North American and Arabic award‐winning picture books and their experience of reading with their children. Based on the analysis of the interviews, the authors put forward five culturally sustaining pedagogical possibilities.
