Multimodal Literacies in Young Emergent Bilinguals
303 pages
English

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303 pages
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Description

Uniquely combines multimodal literacy and young emergent bilinguals


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.


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

Sujets

Informations

Publié par
Date de parution 14 avril 2022
Nombre de lectures 0
EAN13 9781800412378
Langue English
Poids de l'ouvrage 71 Mo

Informations légales : prix de location à la page 0,2500€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

Extrait

Multimodal Literacies in Young Emergent Bilinguals
NEW PERSPECTIVES ON LANGUAGE AND EDUCATION
Founding Editor : Viv Edwards, University of Reading, UK
Series Editors : Phan Le Ha, University of Hawaii at Manoa, USA and Joel Windle, Monash University, Australia .
Two decades of research and development in language and literacy education have yielded a broad, multidisciplinary focus. Yet education systems face constant economic and technological change, with attendant issues of identity and power, community and culture. What are the implications for language education of new ‘semiotic economies’ and communications technologies? Of complex blendings of cultural and linguistic diversity in communities and institutions? Of new cultural, regional and national identities and practices? The New Perspectives on Language and Education series will feature critical and interpretive, disciplinary and multidisciplinary perspectives on teaching and learning, language and literacy in new times. New proposals, particularly for edited volumes, are expected to acknowledge and include perspectives from the Global South. Contributions from scholars from the Global South will be particularly sought out and welcomed, as well as those from marginalised communities within the Global North.
All books in this series are externally peer-reviewed.
Full details of all the books in this series and of all our other publications can be found on http://www.multilingual-matters.com , or by writing to Multilingual Matters, St Nicholas House, 31–34 High Street, Bristol, BS1 2AW, UK.
NEW PERSPECTIVES ON LANGUAGE AND EDUCATION: 105
Multimodal Literacies in Young Emergent Bilinguals
Beyond Print-Centric Practices
Edited by
Sally Brown and Ling Hao
MULTILINGUAL MATTERS
Bristol • Jackson
DOI https://doi.org/10.21832/BROWN2354
Library of Congress Cataloging in Publication Data
A catalog record for this book is available from the Library of Congress.
Names: Brown, Sally Ann, editor. | Hao, Ling, editor.
Title: Multimodal Literacies in Young Emergent Bilinguals: Beyond Print-Centric Practices/Edited by Sally Brown and Ling Hao.
Description: Bristol, UK; Jackson, TN: Multilingual Matters, 2022. | Series: New Perspectives on Language and Education: 105 | Includes bibliographical references and index. | Summary: “This book presents research focused on young emergent bilingual children’s multimodal meaning-making processes in diverse cultural and linguistic settings.
  Each chapter includes practical pedagogical recommendations, making it an essential resource for using multiple modes to teach literacy with diverse student populations”— Provided by publisher.
Identifiers: LCCN 2021060902 (print) | LCCN 2021060903 (ebook) | ISBN 9781800412347 (paperback) | ISBN 9781800412354 (hardback) | ISBN 9781800412378 (epub) | ISBN 9781800412361 (pdf)
Subjects: LCSH: Education, Bilingual. | Literacy—Study and teaching (Elementary) | Reading (Elementary)
Classification: LCC LC3725 .M86 2022 (print) | LCC LC3725 (ebook) | DDC 370.117/5—dc23/eng/20220223
LC record available at https://lccn.loc.gov/2021060902
LC ebook record available at https://lccn.loc.gov/2021060903
British Library Cataloguing in Publication Data
A catalogue entry for this book is available from the British Library.
ISBN-13: 978-1-80041-235-4 (hbk)
ISBN-13: 978-1-80041-234-7 (pbk)
Multilingual Matters
UK: St Nicholas House, 31–34 High Street, Bristol, BS1 2AW, UK.
USA: Ingram, Jackson, TN, USA.
Website: www.multilingual-matters.com
Twitter: Multi_Ling_Mat
Facebook: https://www.facebook.com/multilingualmatters
Blog: www.channelviewpublications.wordpress.com
Copyright © 2022 Sally Brown, Ling Hao and the authors of individual chapters.
All rights reserved. No part of this work may be reproduced in any form or by any means without permission in writing from the publisher.
The policy of Multilingual Matters/Channel View Publications is to use papers that are natural, renewable and recyclable products, made from wood grown in sustainable forests. In the manufacturing process of our books, and to further support our policy, preference is given to printers that have FSC and PEFC Chain of Custody certification. The FSC and/or PEFC logos will appear on those books where full certification has been granted to the printer concerned.
Typeset by Nova Techset Private Limited, Bengaluru and Chennai, India.
Contents
Contributors
Foreword
Introduction
Ling Hao and Sally Brown
1 A Synthesis of How Multimodal Literacies Impact Emergent Bilingual Students’ Literacy and Cultural Identities
Qi Si, Tracey Hodges and Julianne Coleman
Part 1: Preschool
2 Multimodal Literacies at the Train Table: Supporting Young Emergent Bilinguals through Play
Karen Wohlwend, Pengtong Qu, Jill Allison Scott and Carmen Liliana Medina
3 ‘Can I “ Mai ” that “ Bao ”?’: An Emergent Bilingual’s Multimodal Meaning-Making Practice
Buyi Wang and Chunhua Dai
4 Multimodal Narrative Composition in Urban Preschool(ed) Places: What Counts as Narrative and Whose Narrative Counts?
Colleen E. Whittingham and Emily Brown Hoffman
5 Learning from Emergent Bilinguals: Mobilizing Translanguaging and Multimodality to Reimagine School Literacy Curricular Spaces
Ysaaca Axelrod, Lorraine Falchi and Marjorie Siegel
6 Teaching English and Solar Terms through a Multimodal Approach to Young Chinese Children
Xiaodi Zhou, Zhuo Li and Shih-Fen Yeh
7 For a Politically Engaged and Socioculturally Just Language Education through Critical Multimodal Literacy in Brazilian Contexts
Cláudia Hilsdorf Rocha, Fernanda Coelho Liberali and Antonieta Heyden Megale
Part 2: Kindergarten
8 La Tortuga Está Tiptoeing: Multimodal Storytelling in a Bilingual Kindergarten
Laura Schall-Leckrone
9 Move, Play, Language: A Translanguaged, Multimodal Approach to Literacies with Young Emergent Bilinguals
Laura Ascenzi-Moreno, Cecilia M. Espinosa and Alison Lehner-Quam
10 ‘Being Bilingual is Cool’: Co-Constructing Bilingual Identities with Dual Language Kindergarteners
Ruth Flores Bañuelos and Leslie C. Banes
Part 3: Primary Grades
11 Multimodality as a Pathway to Bilingual Learners’ Funds of Knowledge
Adriana Alvarez
12 Creative Creations: Self-Authoring Multimodal Stories
Heidi R. Bacon and Moneerah Al Jabr
13 Teaching a Picturebook Author Study to Support Narrative Composing Processes of Emergent Bilinguals
Ted Kesler
14 A STEERS Model of Literacy to Tackle the Challenges of the Digital for Young Bilingual Learners
Sara Hawley
15 Listening to the Stories of Refugee Children from Burma: A Positioning and Multimodal Study
Aijuan Cun and Mary B. McVee
16 Black Girls’ Multimodal Manifestations: Exploring the Multimodal Flexibility of Black Language in Dual Language Bilingual Education
Vivian E. Presiado and Brittany L. Frieson
17 Theory of Mind: A Missing Piece in Understanding Emergent Bilinguals’ Comprehension of Multimodal Narrative Texts
Ana Taboada Barber, Susan Lutz-Klauda, Mayra Cruz and Jerae Kelly
18 Cultivating Language and Identity through Multimodal Literacies: Back to the StoryBoard
Marisa Ferraro and Kristin Bengtson Mendoza
19 Legos: A Multimodal Approach to Storytelling for a Young African Emergent Bilingual
Sally Brown and Ling Hao
Part 4: Out-of-School Contexts
20 Multimodal Literacies at Home: A Survey Study of Chinese-Norwegian Bilingual Children
Junyi Yang and Joshua Lawrence
21 How Young Emergent Bilinguals Rely on Multiple Modes to Make Meaning in Digital Multimodal Texts
Kyungjin Hwang
22 Emergent Bilingual Families’ Involvement Strategies for Scientific Sense-Making in a Science Museum: A Multimodal Interaction Analysis
Min-Seok Choi
23 New Directions
Sally Brown and Ling Hao
Index
Contributors
Moneerah M. Al Jabr is a PhD candidate in Curriculum and Instruction, Early Childhood Education, at Southern Illinois University Carbondale. She is also a lecturer at King Faisal University in Saudi Arabia. She has taught pre-service early childhood teachers and supervised their student teaching. Moneerah co-founded an after-school program to teach Arabic to children aged 5–10 in Southern Illinois. Her research interests include early literacy, multimodality, translanguaging and integrating technology in literacy instruction.
Adriana Alvarez is Assistant Professor in the Culturally and Linguistically Diverse Education program in the School of Education and Human Development at the University of Colorado Denver. Her research interests center on biliteracy development and pedagogy, multimodality and project-based learning in bilingual settings, and family-school partnerships, all with a focus on equity-oriented and strength-based approaches in Latinx communities. Adriana was a bilingual teacher for 11 years in the border community of El Paso, Texas, prior to receiving her PhD in Educational Equity and Cultural Diversity from the University of Colorado Boulder.
Laura Ascenzi-Moreno is an Associate Professor and the bilingual program coordinator at Brooklyn College, City University of New York. Laura was a bilingual teacher, literacy coach and new teacher mentor in New York City public schools for over a decade. At Brooklyn College she works with pre-service and in-service teachers to support their development as critical practitioners. Her research is focused on the literacy development of emergent bilinguals, the literacy assessment of emergent bilinguals, the development of teacher knowledge, and how these intersect with equity.
Ysaaca Axelrod is an Associate Professor in the Department of Teacher Education and Curriculum Studies in the College of Education at the University of Massachusetts, Amherst. She works with pre-service early childhood and elementary education teachers. Ysaaca is a former kindergarten teacher. Her research interests are in early childhood language and literacy development, with a particular focus on emergent bilingual children and the

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