Literaturnachweis - Detailanzeige
| Sonst. Personen | Brown, Sally Ann (Hrsg.); Hao, Ling (Hrsg.) |
|---|---|
| Titel | Multimodal literacies in young emergent bilinguals. Beyond print-centric practices. |
| Quelle | Bristol: Multilingual Matters (2022), XXVII, 311 S. |
| Reihe | New perspectives on language and education. 105 |
| Beigaben | Illustrationen; Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 9781800412347 (Taschenbuch); 9781800412354 (gebundene Ausgabe); 9781800412378 (EPUB); 9781800412361 (PDF) |
| Schlagwörter | Education, Bilingual; Literacy; Anthologie; Study and teaching (Elementary); Reading (Elementary); Erziehung |
| Abstract | Introduction / Ling Hao and Sally Brown -- A synthesis of how multimodal literacies impact emergent bilingual students' literacy and cultural identities / Qi Si, Tracey Hodges, and Julianne Coleman -- Multimodal literacies at the train table : supporting young emergent bilinguals through play / Karen Wohlwend, Pengtong Qu, Jill Scott, and Carmen Liliana Medina -- Can I "mai" that "bao?" : an emergent bilingual's multimodal meaning-making practice / Buyi Wang and Chunhua Dai -- Multimodal narrative composition in urban preschool(ed) places : what counts as narrative and whose narrative counts? / Colleen E. Whittingham and Emily Brown Hoffman -- Learning from emergent bilinguals : mobilizing translanguaging and multimodality to reimagine school literacy curricular spaces / Ysaaca Axelrod, Lorraine Falchi, and Marjorie Siegel -- Teaching English and solar terms through a multimodal approach to young Chinese children / Xiaodi Zhou, Zhuo Li, and Shifen Yeh -- For a politically engaged and socioculturally just language education through critical multimodal literacy in Brazilian contexts / Cláudia Hilsdorf Rocha, Fernanda Coelho Liberali and Antonieta Heyden Megale -- La tortuga está tiptoeing : multimodal storytelling in a bilingual kindergarten / Laura Schall-Leckrone -- Move, play, language : a translanguaged multimodal approach to literacies with young emergent bilinguals / Laura Ascenzi-Moreno, Cecilia Espinosa and Alison Lehner-Quam -- Being bilingual is cool : co-constructing bilingual identities with dual language kindergarteners / Ruth Flores Bañuelos and Leslie C. Banes --.; Multimodality as a pathway to bilingual learners' funds of knowledge / Adriana Alvarez -- Creative creations : self-authoring multimodal stories / Heidi R. Bacon and Moneerah Al Jabr -- Teaching a picturebook author study to support narrative composing processes of emergent bilinguals / Ted Kesler -- A STEERS model of literacy to tackle the challenges of the digital for young bilingual learners / Sara Hawley -- Listening to the stories of refugee children from Burma : a positioning and multimodal study / Aijuan Cun and Mary McVee -- Black girls multimodal manifestations : exploring the multimodal flexibility of Black language in a dual language bilingual education / Vivian E. Presiado and Brittany L. Frieson -- Theory of mind : a missing piece in understanding emergent bilinguals' comprehension of multimodal narrative texts / Ana Taboada Barber, Susan Lutz-Klauda, Mayra Canizales, and Jerae Kelly -- Cultivating language and identity through multimodal literacies : back to the storyboard / Marisa Ferraro and Kristen Bengston Mendoza -- Legos : a multimodal approach to storytelling for a young African emergent bilingual / Sally Brown and Ling Hao -- Multimodal literacies at home : a survey study of Chinese-Norwegian bilingual children / Junyi Yang and Joshua Lawrence -- How young emergent bilinguals rely on multiple modes to make meaning in digital multimodal texts / Kyungjin Hwang -- Emergent bilingual family's involvement using strategies for scientific sense-making in a science museum : a multimodal interaction analysis / Min-Seok Choi -- New directions / Sally Brown and Ling Hao. "This book presents research focused on young emergent bilingual children's multimodal meaning-making processes in diverse cultural and linguistic settings. Each chapter includes practical pedagogical recommendations, making it an essential resource for using multiple modes to teach literacy with diverse student populations"--Provided by publisher. |
| Erfasst von | Library of Congress, Washington, DC |
| Update | 2022/3/07 |
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