Literacy Engagement in Multilingual and Multicultural Learning Spaces

Autor/in	Kapoyannis, Theodora
Titel	Literacy Engagement in Multilingual and Multicultural Learning Spaces
Quelle	In: TESL Canada Journal, 36 (2019) 2, S.1-25 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-435X
Schlagwörter	Multilingualism; Comparative Analysis; Cultural Pluralism; Intervention; Student Needs; Vocabulary Development; Self Concept; Grounded Theory; Program Descriptions; English (Second Language); Second Language Learning; Second Language Instruction; Literacy Education; Preservice Teachers; Student Attitudes; Grade 2; Grade 3; Elementary School Students; Instructional Innovation; Teaching Methods; 21st Century Skills; English Language Learners; College Faculty; Cultural Awareness; College School Cooperation; Multiple Literacies; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Kulturpluralismus; Wortschatzarbeit; Selbstkonzept; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Schülerverhalten; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Educational Innovation; Bildungsinnovation; Teaching method; Lehrmethode; Unterrichtsmethode; Fakultät; Cultural identity; Kulturelle Identität; Ausland; Kanada
Abstract	This article presents qualitative findings from a larger design-based research doctoral study in which I examined the impact of a curricular innovation to challenge the monolingual and monocultural norms of literacy practices and to be responsive to the linguistic and cultural landscape of 21st century classrooms. I collaborated with 11 university preservice teachers and 28 English language learners (ELLs) in Grades 2 and 3 to design and implement a literacy intervention, called the Name Jar Project, focused on cultivating literacy engagement. I used constant comparison analysis to analyze data sources, which included field notes, student artifacts, and preservice teachers' reflections. This article documents the positive impact of the intervention in supporting the students' linguistic and cultural needs, affirming their identities, and bolstering their vocabulary development. (As Provided).
Anmerkungen	TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail: admin@tesl.ca; Web site: http://www.tesl.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01