Centering Language and Student Voice in Multilingual Literacy Instruction

Autor/inn/en	Proctor, C. Patrick; Silverman, Rebecca D.; Jones, Renata Love
Titel	Centering Language and Student Voice in Multilingual Literacy Instruction
Quelle	In: Reading Teacher, 75 (2021) 3, S.255-267 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.2051
Schlagwörter	Student Attitudes; Multilingualism; Literacy Education; Case Studies; Comparative Analysis; Metalinguistics; Scaffolding (Teaching Technique); Curriculum Design; Longitudinal Studies; Dialogs (Language); Teaching Methods; Reading Comprehension; Outcomes of Education; Language Skills; Second Language Learning + Suchen Sie Ihr Suchwort? Schülerverhalten; Mehrsprachigkeit; Multilingualismus; Case study; Fallstudie; Case Study; Metalanguage; Metasprache; Lehrplangestaltung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Dialog; Dialogs; Dialogue; Dialogues; Teaching method; Lehrmethode; Unterrichtsmethode; Leseverstehen; Lernleistung; Schulerfolg; Language skill; Sprachkompetenz; Zweitsprachenerwerb
Abstract	The authors describe a 3-year project to design and test a multilingual literacy curriculum that centers language and student voice in the service of literacy development for multilingual learners. In the first 2 years, researchers, teachers, and students worked together to develop the curriculum using design-based, case study methods. In the third year, teachers participated in a quasi-experimental implementation of the curriculum that showed positive effects on students' language, reading, and writing outcomes. This longitudinal work reflects four broad principles for multilingual literacy instruction: (1) focus on language and metalinguistic awareness; (2) enact dialogic approaches to engage students; (3) use multimodal texts and scaffolds to support comprehension and expression; and (4) take a multilingual perspective. The authors provide an overview of the curriculum design process and the quasi-experimental field trial. Then, each principle is theoretically and empirically unpacked, and instructionally described using qualitative data collected over the full 3 years. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01