Affirming Plural Belonging: Building on Students' Family-Based Cultural and Linguistic Capital through Multiliteracies Pedagogy

Autor/inn/en	Taylor, Lisa K.; Bernhard, Judith K.; Garg, Suchi; Cummins, Jim
Titel	Affirming Plural Belonging: Building on Students' Family-Based Cultural and Linguistic Capital through Multiliteracies Pedagogy
Quelle	In: Journal of Early Childhood Literacy, 8 (2008) 3, S.269-294 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-7984
DOI	10.1177/1468798408096481
Schlagwörter	Kindergarten; Teaching Methods; Bilingualism; Case Studies; Qualitative Research; Instructional Innovation; Bilingual Instructional Materials; Literacy; English (Second Language); Second Language Learning; Family Role; Parent Attitudes; Foreign Countries; Language Minorities; Metalinguistics; Language Usage; Multilingualism; Canada + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Bilingualismus; Case study; Fallstudie; Case Study; Qualitative Forschung; Educational Innovation; Bildungsinnovation; Alphabetisierung; Schreib- und Lesefähigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Elternverhalten; Ausland; Sprachminderheit; Metalanguage; Metasprache; Sprachgebrauch; Mehrsprachigkeit; Multilingualismus; Kanada
Abstract	This article reports on a qualitative case study involving pedagogical innovations grounded in culturally and linguistically inclusive approaches to curriculum. In this project, kindergarten children were supported in collaboratively authoring Dual Language Identity Texts. Our findings suggest that as family and teacher conceptions of literacy were extended beyond traditional monolingual print-based literacy, home literacies associated with complex transnational and transgenerational communities of practice were legitimated through their inclusion within the school curriculum. This process invited family members to take up roles as expert partners in children's biliteracy development. Further, conditions were fostered for parents to consider and articulate their beliefs and values vis-a-vis their children's multiliterate practice and participation within these multiple, transnational communities. (Contains 1 figure and 13 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10