Description
Book SynopsisThis 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.
Trade ReviewWith theoretical prowess and a close eye on practice, this collection of carefully edited research honors the vibrancy of linguistic, semiotic, and material dexterity at work among bilingual children. Offering a global perspective, it reinvigorates our desire to learn from what truly becomes and what is possible in bilingual learning spaces. * Angie Zapata, University of Missouri, USA *
This book provides a sensitive and ground breaking account of bilingual children’s multimodal literacy practices bringing together the very best and most exciting work in the field. It traces a journey that immerses the reader in a vibrant and dynamic understanding of the arc of bilingual children’s multimodal and multilingual productions across school and beyond. This is pedagogical work at its best – research informed, playful, inventive and powerfully concerned with social justice in literacy and language education. * Kate Pahl, Manchester Metropolitan University, UK *
This volume is a kaleidoscope of multimodal multilingual literacies from various contexts and nations. These original studies with culturally and linguistically diverse student populations help us watch our children read beyond the print text and learn from our children. It is an inspiring read for researchers, teachers, and parents. * Yang Wang, University of South Carolina, USA *
Table of ContentsContributors
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
