Multimodal Literacies in Young Emergent Bilinguals

Beyond Print-Centric Practices
Erscheinungsjahr 2022
ISBN: 978-1-80041-234-7
Verlag: Multilingual Matters

Buch, Englisch, 311 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 518 g

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.

Autoren/Hrsg.

Brown, Sally

Hao, Ling

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik
• Mathematik | Informatik EDV | Informatik EDV & Informatik Allgemein Soziale und ethische Aspekte der EDV
• Geisteswissenschaften Sprachwissenschaft Mehrsprachigkeit

Inhaltsverzeichnis

Contributors

Foreword

Ling Hao and Sally Brown: Introduction

Chapter 1. Qi Si, Tracey Hodges and Julianne Coleman: A Synthesis of How Multimodal Literacies Impact Emergent Bilingual Students’ Literacy and Cultural Identities

Part 1: Preschool

Chapter 2. Karen Wohlwend, Pengtong Qu, Jill Allison Scott and Carmen Liliana Medina: Multimodal Literacies at the Train Table: Supporting Young Emergent Bilinguals through Play

Chapter 3. Buyi Wang and Chunhua Dai: 'Can I "Mai" that "Bao"?': An Emergent Bilingual’s Multimodal Meaning-Making Practice

Chapter 4. Colleen E. Whittingham and Emily Brown Hoffman: Multimodal Narrative Composition in Urban Preschool[ed] Places: What Counts as Narrative and Whose Narrative Counts?

Chapter 5. Ysaaca Axelrod, Lorraine Falchi and Marjorie Siegel: Learning from Emergent Bilinguals: Mobilizing Translanguaging and Multimodality to Reimagine School Literacy Curricular Spaces

Chapter 6. Xiaodi Zhou, Zhuo Li and Shih-Fen Yeh: Teaching English and Solar Terms through a Multimodal Approach to Young Chinese Children

Chapter 7. Cláudia Hilsdorf Rocha, Fernanda Coelho Liberali and Antonieta Heyden Megale: For a Politically Engaged and Socioculturally Just Language Education through Critical Multimodal Literacy in Brazilian Contexts

Part 2: Kindergarten

Chapter 8. Laura Schall-Leckrone: La Tortuga Está Tiptoeing: Multimodal Storytelling in a Bilingual Kindergarten

Chapter 9. Laura Ascenzi-Moreno, Cecilia M. Espinosa and Alison Lehner-Quam: Move, Play, Language: A Translanguaged Multimodal Approach to Literacies with Young Emergent Bilinguals

Chapter 10. Ruth Flores Bañuelos and Leslie C. Banes: 'Being Bilingual is Cool': Co-Constructing Bilingual Identities with Dual Language Kindergarteners

Part 3: Primary Grades

Chapter 11. Adriana Alvarez: Multimodality as a Pathway to Bilingual Learners’ Funds of Knowledge

Chapter 12. Heidi R. Bacon and Moneerah Al Jabr: Creative Creations: Self-Authoring Multimodal Stories

Chapter 13. Ted Kesler: Teaching a Picturebook Author Study to Support Narrative Composing Processes of Emergent Bilinguals

Chapter 14. Sara Hawley: A STEERS Model of Literacy to Tackle the Challenges of the Digital for Young Bilingual Learners

Chapter 15. Aijuan Cun and Mary B. McVee: Listening to the Stories of Refugee Children from Burma: A Positioning and Multimodal study

Chapter 16. Vivian E. Presiado and Brittany L. Frieson: Black Girls' Multimodal Manifestations: Exploring the Multimodal Flexibility of Black Language in a Dual Language Bilingual Education

Chapter 17. Ana Taboada Barber, Susan Lutz-Klauda, Mayra Cruz and Jerae Kelly: Theory of Mind: A Missing Piece in Understanding Emergent Bilinguals' Comprehension of Multimodal Narrative Texts

Chapter 18. Marisa Ferraro and Kristin Bengtson Mendoza: Cultivating Language and Identity Through Multimodal Literacies: Back to the StoryBoard

Chapter 19. Sally Brown and Ling Hao: Legos: A Multimodal Approach to Storytelling for a Young African Emergent Bilingual

Part 4: Out-of-School Contexts

Chapter 20. Junyi Yang and Joshua Lawrence: Multimodal Literacies at Home: A Survey Study of Chinese-Norwegian Bilingual Children

Chapter 21. Kyungjin Hwang: How Young Emergent Bilinguals Rely on Multiple Modes to Make Meaning in Digital Multimodal Texts

Chapter 22. Min-Seok Choi: Emergent Bilingual Families’ Involvement Strategies for Scientific Sense-Making in a Science Museum: A Multimodal Interaction Analysis

Chapter 23. Sally Brown and Ling Hao: New Directions

Index

Über Autor(innen)

Brown, Sally
Sally Brown is a Professor of Literacy Education at Georgia Southern University where she teaches pre-service and in-service teachers. Her research focuses on supporting emergent bilingual children as they navigate learning English in classrooms while maintaining the first language. Sally is interested in the ways that digital tools can support a multimodal approach to literacy learning where emergent bilinguals draw from their vast resources in order to construct meaning. She is the co-editor of Multimodal Literacies in Young Emergent Bilinguals: Beyond Print-Centric Practices (2022).

Hao, Ling
Ling Hao is a PhD candidate at the University of South Carolina, USA. Her research focuses on exploring emergent bilingual children’s multimodal meaning-making process and promoting the literacy development of students with diverse cultural and linguistic backgrounds.

Sally Brown is Professor of Literacy Education at Georgia Southern University, USA. Her research focuses on supporting the literacy development of emergent bilinguals using technology and culturally sustaining pedagogies in early childhood classrooms, with an emphasis on multimodal practices.

Ling Hao is a PhD candidate at the University of South Carolina, USA. Her research focuses on exploring emergent bilingual children’s multimodal meaning-making process and promoting the literacy development of students with diverse cultural and linguistic backgrounds.