In recent decades, high-stakes school reforms and draconian budget cuts have constrained the autonomy of public school teachers in developing multi literacy approaches with emergent bilingual learners (e.g., English-only laws, high stakes testing). This chapter describes the community and multimodal instructional practices of two urban elementary school teachers/ researchers, developed in the context of a professional development initiative. Using critical, sociocultural conceptions of literacy and qualitative methods of investigation, the paper investigates different aspects of the teachers' writing instruction (i.e., community involvement; genre-based instruction; digital literacy; and multimodality); it also explores how the writing processes of focal bilingual students incorporated these practices. Findings show that this approach positioned bilingual learners as agentive text makers. In addition, the second-grade students developed a heightened awareness of audience and context. Implications are discussed, including the pressing need for teacher collaboration, robust school-university partnerships, and innovative multimodal approaches to literacy.
Correction to: Within- and cross-language contributions of morphological awareness to word reading and vocabulary in Chinese–English bilingual learners
