Language, Literacy, and Love: A Critical Framework for Teaching Adolescent Emergent Bilinguals

Autor/inn/en	Anderson, Phyliciá; Stewart, Mary Amanda; Lozada, Victor Antonio
Titel	Language, Literacy, and Love: A Critical Framework for Teaching Adolescent Emergent Bilinguals
Quelle	In: Journal of Language and Literacy Education, 18 (2022) 1, (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Teaching Methods; Bilingualism; High School Teachers; Doctoral Students; College Faculty; Guidelines; Faculty Development; Literacy Education; Code Switching (Language); Language Usage; Language Attitudes; Native Language; Second Language Learning; Multilingualism; Multiple Literacies; English (Second Language); Teacher Attitudes; Multimedia Materials; Student Diversity; High School Students; College School Cooperation; Equal Education; Literature; Picture Books; Music; Novels; Theory Practice Relationship; Texas + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Bilingualismus; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Fakultät; Richtlinien; Sprachgebrauch; Sprachverhalten; Zweitsprachenerwerb; Mehrsprachigkeit; Multilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrerverhalten; Literatur; Picture book; Bilderbuch; Musik; Novel; Roman; Theorie-Praxis-Beziehung
Abstract	A high school English teacher/doctoral student and two university researchers share a three-part framework for educating emergent bilinguals across disciplines with these constructs: language, literacy, and love. Through long-term professional development, teachers at two high schools began to view language as translanguaging, literacy as multiliteracies, and love as the critical notion of armed love. Specifically, as educators recognized the value of students' home languages, they understood how all languaging was useful to acquire English, access content, and develop confidence in disciplinary literacy. Building off an understanding of students' languaging, educators then focused on multiliteracies in their disciplines, incorporating multilingual and multimodal literature in their curriculum that represented student diversity. Finally, teaching through a critical lens of armed love, educators began to examine societal, political, and economical constructs relevant to their emergent bilinguals' lives. This framework is useful to effect sustainable changes for teaching and learning equity with students in the dynamic process of English language acquisition. (As Provided).
Anmerkungen	Department of Language and Literacy Education at the University of Georgia. 315 Aderhold Hall, Athens, GA 30602. Tel: 706-542-7866; Fax: 706-542-3817; e-mail: jolle@uga.edu; Web site: http://jolle.coe.uga.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01