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This book responds to a growing body of work in sociolinguistics
and applied linguistics that places an emphasis on situated
descriptions of language education practices and illuminates how
these descriptions are enmeshed with local, institutional and wider
social forces. It engages with new ways of understanding language
that expand its meaning by including other semiotic resources and
meaning-making practices and bring to the fore its messiness and
unpredictability. The chapters illustrate how a translingual and
transcultural orientation to language and language pedagogy can
provide a point of entry to reimagining what language education
might look like under conditions of heightened linguistic and
cultural diversity and increased linguistic and social
inequalities. The book unites an international group of
contributors, presenting state-of-the-art empirical studies drawing
on a wide range of local contexts and spaces, from linguistically
and culturally heterogeneous mainstream and HE classrooms to
complementary (community) school and informal language learning
contexts.
This book responds to a growing body of work in sociolinguistics
and applied linguistics that places an emphasis on situated
descriptions of language education practices and illuminates how
these descriptions are enmeshed with local, institutional and wider
social forces. It engages with new ways of understanding language
that expand its meaning by including other semiotic resources and
meaning-making practices and bring to the fore its messiness and
unpredictability. The chapters illustrate how a translingual and
transcultural orientation to language and language pedagogy can
provide a point of entry to reimagining what language education
might look like under conditions of heightened linguistic and
cultural diversity and increased linguistic and social
inequalities. The book unites an international group of
contributors, presenting state-of-the-art empirical studies drawing
on a wide range of local contexts and spaces, from linguistically
and culturally heterogeneous mainstream and HE classrooms to
complementary (community) school and informal language learning
contexts.
This edited volume addresses the pressing imperative to understand
and attend to the needs of the fast-growing population of minority
students who are increasingly considered "superdiverse" in their
cultural, linguistic, and racial backgrounds. Superdiverse
learners-including native-born learners (Indigenous and immigrant
families), foreign-born immigrant students, and refugees-may fill
multiple categories of "diversity" at once. This volume helps pre-
and in-service teachers and teacher educators to move beyond the
demographic backgrounds of superdiverse learners to consider not
only their ways of being, motivations, and social processes, but
also the ongoing systemic issues of marginalization and inequity
that confront these learners. Challenging existing teaching and
learning paradigms in the K-12 North American context, this volume
provides new methods and examples for supporting superdiverse
learners in a range of settings. Organized around different
conceptual underpinnings of superdiversity, contributors identify
the knowledge gaps and effective practices in engaging superdiverse
learners, families and communities. With cutting-edge research on
this growing topic, this text will appeal to researchers, scholars,
educators, and graduate students in multilingual education,
literacy education, teacher education, and international education.
This edited volume addresses the pressing imperative to understand
and attend to the needs of the fast-growing population of minority
students who are increasingly considered "superdiverse" in their
cultural, linguistic, and racial backgrounds. Superdiverse
learners-including native-born learners (Indigenous and immigrant
families), foreign-born immigrant students, and refugees-may fill
multiple categories of "diversity" at once. This volume helps pre-
and in-service teachers and teacher educators to move beyond the
demographic backgrounds of superdiverse learners to consider not
only their ways of being, motivations, and social processes, but
also the ongoing systemic issues of marginalization and inequity
that confront these learners. Challenging existing teaching and
learning paradigms in the K-12 North American context, this volume
provides new methods and examples for supporting superdiverse
learners in a range of settings. Organized around different
conceptual underpinnings of superdiversity, contributors identify
the knowledge gaps and effective practices in engaging superdiverse
learners, families and communities. With cutting-edge research on
this growing topic, this text will appeal to researchers, scholars,
educators, and graduate students in multilingual education,
literacy education, teacher education, and international education.
Designed to stimulate debate and critical thinking and to draw
readers' attention to the ideological nature of literacy education
across a broad range of literacy contexts, this book crosses
traditional boundaries between the study of family, community, and
school literacies to offer a unique global perspective on multiple
literacies, from theory to case studies of various settings. These
examples suggest ways that literacy practices should be created by
simultaneously shaping relationships and identity, and by
privileging particular literacy practices in particular situations.
The dialogue within the book among chapter authors writing across
traditionally distinct fields highlights the interconnections among
diverse literacy sites and stimulates the pursuit of a more
integrated and interdisciplinary approach to literacy education.
The critical and dialogic approach serves to challenge and extend
many conventional notions surrounding literacy education in
communities, schools, and families.
"Portraits of Literacy Across Families, Communities, and Schools:
Intersections and Tensions" is particularly relevant for scholars
and students in the area of literacy, broadly speaking, including
family literacy, community literacy, adult literacy, critical
language studies, multiliteracies, youth literacy, English as a
second language, language and social policy, and global literacy.
Additionally, the inclusion of studies derived from a variety of
research methods and designs makes this is a useful text in
research methodology courses that aim to present and analyze
real-life examples of literacy research designs and methods.
Classrooms are increasingly multicultural in their social
composition, and students are increasingly connected, through
digital media, to local and global networks. However, pedagogy has
failed to take full advantage of the opportunities these resources
represent. Multilingual Digital Storytelling draws attention to the
interfaces between learner engagement, creativity and critical
digital literacy, as well as addressing the multilingual within the
multiliteracies framework. Addressing a significant gap in the
field of multiliteracies by focusing on multilingualism, this book
explores new digital spaces for language learning and methods of
extending understandings of youth literacy in an increasingly
interconnected world. Drawing on innovative and multi-site research
projects based in mainstream and community schools in London and
overseas, this book discusses how young people become engaged
creatively and critically with literacy by demonstrating how
digital storytelling can be used as a tool for language
development. The book begins by considering linguistic, cultural,
cognitive and social dimensions of language learning from a
theoretical perspective, whilst the second part focuses on
practical case studies that reflect and illustrate these
theoretical principles. Offering a powerful new perspective on
multiliteracies pedagogy, Multilingual Digital Storytelling will
appeal to researchers and academics in the fields of education,
applied linguistics, sociology and youth and community studies. It
will also be an invaluable resource for teachers, teacher
educators, curriculum planners and policymakers.
Classrooms are increasingly multicultural in their social
composition, and students are increasingly connected, through
digital media, to local and global networks. However, pedagogy has
failed to take full advantage of the opportunities these resources
represent. Multilingual Digital Storytelling draws attention to the
interfaces between learner engagement, creativity and critical
digital literacy, as well as addressing the multilingual within the
multiliteracies framework. Addressing a significant gap in the
field of multiliteracies by focusing on multilingualism, this book
explores new digital spaces for language learning and methods of
extending understandings of youth literacy in an increasingly
interconnected world. Drawing on innovative and multi-site research
projects based in mainstream and community schools in London and
overseas, this book discusses how young people become engaged
creatively and critically with literacy by demonstrating how
digital storytelling can be used as a tool for language
development. The book begins by considering linguistic, cultural,
cognitive and social dimensions of language learning from a
theoretical perspective, whilst the second part focuses on
practical case studies that reflect and illustrate these
theoretical principles. Offering a powerful new perspective on
multiliteracies pedagogy, Multilingual Digital Storytelling will
appeal to researchers and academics in the fields of education,
applied linguistics, sociology and youth and community studies. It
will also be an invaluable resource for teachers, teacher
educators, curriculum planners and policymakers.
Complex factors affect young children and their families in today's
increasingly diverse world characterized by globalization, the
transnational movement of people, and neo-liberal government
policies in western and industrialized countries. This book focuses
on three of these factors-culture, language and learning-and how
they affect children's development and learning in the context of
their communities, families and schools. Taking an ecological
perspective, it challenges normative and hegemonic views of young
children's language, literacy and numeracy development and offers
examples of demonstrated educational practices that acknowledge and
build on the knowledge that children develop and learn in
culturally specific ways in their homes and communities. The
authors highlight issues and perspectives that are particular to
Indigenous people who have been subjected to centuries of
assimilationist and colonialist policies and practices, and the
importance of first or home language maintenance and its cognitive,
cultural, economic, psychological and social benefits. Links are
provided to a package of audio-video resources
(http://blogs.ubc.ca/intersectionworkshop/) including key note
speeches and interviews with leading international scholars, and a
collection of vignettes from the workshop from which this volume
was produced .
Complex factors affect young children and their families in today's
increasingly diverse world characterized by globalization, the
transnational movement of people, and neo-liberal government
policies in western and industrialized countries. This book focuses
on three of these factors-culture, language and learning-and how
they affect children's development and learning in the context of
their communities, families and schools. Taking an ecological
perspective, it challenges normative and hegemonic views of young
children's language, literacy and numeracy development and offers
examples of demonstrated educational practices that acknowledge and
build on the knowledge that children develop and learn in
culturally specific ways in their homes and communities. The
authors highlight issues and perspectives that are particular to
Indigenous people who have been subjected to centuries of
assimilationist and colonialist policies and practices, and the
importance of first or home language maintenance and its cognitive,
cultural, economic, psychological and social benefits. Links are
provided to a package of audio-video resources
(http://blogs.ubc.ca/intersectionworkshop/) including key note
speeches and interviews with leading international scholars, and a
collection of vignettes from the workshop from which this volume
was produced .
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