Building Multiliterate and Multilingual Writing Practices and Identities

Autor/in	Skerrett, Allison
Titel	Building Multiliterate and Multilingual Writing Practices and Identities
Quelle	In: English Education, 45 (2013) 4, S.322-360 (39 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-8204
Schlagwörter	Multilingualism; Multiple Literacies; Adolescents; Self Concept; Writing Instruction; Interviews; Females; Student Attitudes; Teaching Methods; Communities of Practice; Urban Schools; High School Students; Apprenticeships; Case Studies; Language Usage; Home Visits; Spanish; English (Second Language); Second Language Learning; Grade 9 + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Selbstkonzept; Schreibunterricht; Interviewing; Interviewtechnik; Weibliches Geschlecht; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Community; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Apprenticeship; Lehre; Case study; Fallstudie; Case Study; Sprachgebrauch; Hausbesuch; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; School year 09; 9. Schuljahr; Schuljahr 09
Abstract	This article describes an adolescent's development of multiliterate and multilingual writing practices and identities. It further explores how a literacy teacher enacted a writing pedagogy of multiliteracies that assisted the youth in building writing practices and identities. Data include interviews of the young woman and her teacher, classroom observations, and literacy artifacts produced and used by the adolescent. These data are analyzed using theories of identity, positioning, communities of practice, and multiliteracies. Findings include that the youth developed her writing practices and identities over time and across multiple contexts of multiliterate and multilingual practices. Within and across these communities, the dimensions of apprenticeship, positioning, and recruitment of multiliterate and multilingual repertoires were essential to the youth's development of writing practices and identities. These dimensions were also central to the literacy teacher's enactment of a writing pedagogy of multiliteracies. The article asserts that attending to the processes through which young people develop their multiliterate and multilingual repertoires and identities can assist educators in creating supportive literacy environments for youth. It offers recommendations for literacy scholars and educators in this regard. (Contains 2 figures.) (As Provided).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10