Language Is Identity: Telling and Reading the Right Kinds of Stories

Autor/inn/en	Przymus, Steve Daniel; Heiman, Daniel; Hibbs, Brian
Titel	Language Is Identity: Telling and Reading the Right Kinds of Stories
Quelle	In: Reading Teacher, 76 (2022) 3, S.297-308 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Przymus, Steve Daniel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.2135
Schlagwörter	Self Concept; Story Telling; Reading Instruction; Bilingualism; Multilingualism; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Code Switching (Language); Literacy; Language Usage; Bilingual Instructional Materials; Cultural Awareness + Suchen Sie Ihr Suchwort? Selbstkonzept; Leseunterricht; Bilingualismus; Mehrsprachigkeit; Multilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Alphabetisierung; Schreib- und Lesefähigkeit; Sprachgebrauch; Cultural identity; Kulturelle Identität
Abstract	The field of reading instruction has long valued storytelling for literacy development, but what kinds of stories are bi/multilingual students exposed to at school? Through the cognitive phenomena of conceptual metonymy and metaphor, this article links language to identity and exposes practices that act to fracture the identities of bi/multilingual students, redefined here as "active bilingual learners/users of English" (ABLE). Three teacher practices are detailed for creating a school world that reflects the identities of ABLE students: (1) using content-based story retells, (2) critically questioning the display of languages on school walls and in dual-language books, and (3) co-constructing stories with ABLE students and their family/community members. Examples of these practices are provided, concluding with Language is Identity Awareness (LiIA) activities and how to activate critical consciousness through translanguaging pedagogy. Opening up space for critical translanguaging pedagogy is needed to start telling, writing, and reading the right kinds of stories. (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