Reading, Living, and Writing Bilingual Poetry as ScholARTistry in the Language Arts Classroom

Autor/in	Cahnmann, Melisa
Titel	Reading, Living, and Writing Bilingual Poetry as ScholARTistry in the Language Arts Classroom
Quelle	In: Language Arts, 83 (2006) 4, S.342-352 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-9170
Schlagwörter	Stellungnahme; Second Language Learning; Poetry; Writing (Composition); Language Arts; Language Teachers; Bilingualism; English (Second Language); Hispanic Americans; Language Variation; Teaching Methods; Interviews; Poets; Professional Development; Cultural Awareness; Code Switching (Language) + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Lyrik; Poesie; Schreibübung; Sprachkultur; Language teacher; Sprachunterricht; Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Hispanic; Hispanoamerikaner; Sprachenvielfalt; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Dichter; Cultural identity; Kulturelle Identität
Abstract	Language arts educators who teach Latino English language learners know that part of their job is to help students learn to distinguish between the vernacular varieties of Spanish (or Mandarin, or Portuguese, or Swahili), English they use at home, and the school varieties of language expected in the classroom and in other professional and institutional contexts. Poetry and the arts can be important tools for exploring different linguistic and cultural worlds. In this article, the author as a scholar in the field of bilingualism and an emerging poet, combines data gathered from open-ended interviews with bilingual youth with her own experiences as a teacher, researcher, and creative writer through the process of scholARTistry. The testimonies from bilingual youth have illustrated that one's degree of language expertise is not fixed. Rather, bilingual abilities shift according to context, interlocutor, and subject. These youths' testimonies combined with poetic explorations can help bilingual and monolingual teachers foster multi-literacy in their classrooms. The author concludes that reading, living, and writing poetry are three scholARTistic ways to cross cultural and linguistic worlds and can be a form of professional development for language teachers dealing with bilingual youths. (ERIC).
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