Engineering design in dual language: how teachers leveraged biliteracy practices to add engineering disciplinary literacy practices

2021 ◽  
pp. 1-20
Author(s):  
Alberto Esquinca ◽  
María Teresa de la Piedra ◽  
Lidia Herrera-Rocha
Keyword(s):  
Engineering Design ◽  
Dual Language ◽  
Literacy Practices ◽  
Disciplinary Literacy

Supporting Content and Disciplinary Literacy Success for Adolescents With LLD: A Blended and Contextualized Morphological Awareness Strategy Approach

2021 ◽  
pp. 1-14
Author(s):  
Julie A. Wolter ◽  
Laura Green
Keyword(s):  
Academic Success ◽  
Literacy Practices ◽  
Science Curriculum ◽  
Strategy Instruction ◽  
Morphological Awareness ◽  
Disciplinary Literacy ◽  
Academic Science ◽  
General Strategy ◽  
Reading And Writing ◽  
Academic Curriculum

Purpose: As adolescents progress through the upper grades, reading and writing demands become increasingly challenging for students with and without a language and literacy deficit (LLD). The literacy education community recommends that reading and writing instruction be infused in the academic curriculum and emphasizes disciplinary literacy practices. Disciplinary literacy may be too advanced for adolescents with LLD who have not yet mastered foundational written language skills. Method: A discussion is provided for how general strategy instruction, also referred to as a content area or a content literacy approach, might be integrated with disciplinary literacy practices for adolescents with and without LLD. We specifically present how morphological awareness intervention, with an explicit focus on meaning structure and related language analysis of words, can be linked to learning academic vocabulary. Our blended approach includes both content and disciplinary literacy strategies in the context of the academic science curriculum. Conclusions: Adolescents with and without LLD require ongoing support of their literacy development well beyond the elementary school years. It is important that this support include not only mastery of foundational general strategies to access complex text content in a proficient manner but also active and explicit reflection on the social complexities of text as it relates to specific disciplines. Together, such instruction and intervention, when directly applied to the academic curriculum, can help older students of all abilities achieve the optimal comprehension and learning required for academic success.

Designing for diverse classrooms: Using iPads and digital cameras to compose eBooks with emergent bilingual/biliterate four-year-olds

2016 ◽  
Vol 16 (4) ◽  
pp. 425-472 ◽  
Author(s):  
Deborah Wells Rowe ◽  
Mary E Miller
Keyword(s):  
Dual Language ◽  
Literacy Practices ◽  
Digital Cameras ◽  
Language And Literacy ◽  
Learning And Teaching ◽  
Emergent Bilingual ◽  
Diverse Classrooms ◽  
School Year ◽  
Multimodal Composing ◽  
Speakers Of Other Languages

This paper reports the findings of a two-year design study exploring instructional conditions supporting emerging, bilingual/biliterate, four-year-olds’ digital composing. With adult support, children used child-friendly, digital cameras and iPads equipped with writing, drawing and bookmaking apps to compose multimodal, multilingual eBooks containing photos, child-produced drawings, writing and voice recordings. Children took digital cameras home, and home photos were loaded onto the iPads for bookmaking. In Year 1, eBook activities successfully supported children’s multimodal composing. Children used similar writing forms on the page and screen, and explored the keyboard as an option for writing. Children used digital images as anchors for conversation and composing, and produced oral recordings extending and elaborating written messages. However, most dual-language recordings were created by Spanish-English bilinguals, with speakers of other languages rarely composing in their heritage languages. In Year 2, we redesigned eBook events to better support all children as multimodal, multilingual composers. Revised eBook activities included multilingual, demonstration eBooks containing all the children’s languages, with translations by bilingual adults known to the children. Beginning early in the school year, these eBooks were publicly shared in large group activities. The results showed that all emergent bilingual/biliterate children created dual-language recordings for their eBooks in Year 2. We concluded that: (a) the ability to integrate photos and voice recordings with print and drawings provided new opportunities for learning and teaching not available in page-based composing; (b) the affordances of iPads for children’s learning were shaped by local language and literacy practices.

scholarly journals Writing from and with Community Knowledge

2014 ◽  
pp. 53-69
Author(s):  
María Paula Ghiso ◽  
Patricia Martínez-Álvarez ◽  
Bessie P. Dernikos
Keyword(s):  
Qualitative Study ◽  
Young Children ◽  
Dual Language ◽  
Literacy Practices ◽  
First Grade ◽  
Community Knowledge ◽  
School Based ◽  
Multiple Contexts ◽  
Language Classrooms

This chapter draws from a primarily qualitative study with two first grade dual language classrooms over the course of a semester. The authors detail how multimodal writing engagements provide an avenue for Latino young children, whose language and knowledge is often devalued in schools, to reframe their community experiences at the center of academic inquiry. Through the medium of photography, children are able to enact agency to position the multiple contexts they navigate—marked by linguistic dynamism and diverse transnational experiences—as resources that could expand conceptions of school-based literacy practices.

Polylingual and polycultural learning ecologies: Mediating emergent academic literacies for dual language learners

2011 ◽  
Vol 11 (2) ◽  
pp. 232-261 ◽  
Author(s):  
Kris D. Gutiérrez ◽  
Andrea C. Bien ◽  
Makenzie K. Selland ◽  
Daisy M. Pierce
Keyword(s):  
Language Learners ◽  
Dual Language ◽  
Literacy Practices ◽  
School Setting ◽  
Dual Language Learners ◽  
After School ◽  
Academic Literacies ◽  
Children's Literacy ◽  
Hybrid Literacy ◽  
Learning Ecologies

In this article, we examine the affordances of polylingual and polycultural learning ecologies in expanding the linguistic repertoires of children, particularly young Dual Language Learners. In contrast to settings that promote the development of English and academic language at the expense of maintaining and developing home language, we argue that the social organization of learning should privilege participation in dynamic, hybrid literacy practices. Children are often more likely to experiment with English and academic genres, while also taking on powerful identities as learners and language users, when formal and informal modes of communication are leveraged, multimodality and language-crossing encouraged and the use of both home and academic vernaculars promoted within a context that values social relationships and the playful imagination. We argue that children’s literacy practices develop in particular social and ‘located’ relationships, and we examine one such after-school setting designed with these principles in mind, the long-standing UC Links/Las Redes partnership, where home languages and intercultural experiences are unmarked and necessarily integral to participating in the shared practices of the community. We highlight the affordance of one common practice of the community, children s communication with the mythical cyber wizard, El Maga (sic), and the ways this practice strategically draws on students full linguistic toolkits in order to invite them to integrate modes and genres of communication that challenge the divide between everyday and school-based literacies, stretching children beyond their current levels of literacy development.

scholarly journals Doing History: A Study of Disciplinary Literacy and Readers Labeled as Struggling

2018 ◽  
Vol 50 (2) ◽  
pp. 190-216 ◽  
Author(s):  
Julie E. Learned
Keyword(s):  
Social Studies ◽  
Struggling Readers ◽  
Literacy Practices ◽  
Ninth Grade ◽  
Disciplinary Literacy ◽  
Data Sources ◽  
Secondary Literacy ◽  
Historical Texts ◽  
Semistructured Interviews ◽  
Teacher Data

Scholars contend that disciplinary literacy is a productive route for all secondary learners, including those identified as struggling readers, to build knowledge. Relatedly, scholars point to disciplinary literacy as a socially just alternative to decontextualized skill instruction and deficit positioning. Yet, little research has examined how instructional contexts facilitate these youths’ participation in disciplinary literacy practices. I present the case of one ninth-grade history classroom. Participants were three students and one teacher. Data sources included 48 hr of observations, 11 semistructured interviews, ongoing ethnographic open-ended interviews, and classroom artifacts. By closely examining the enactment of one lesson and situating the analysis in the class’s yearlong academic and social trajectories, I show how disciplinary literacy provided avenues for youths to wrestle with and critique historical texts, compare perspectives across sociohistorical periods, see themselves in history, and disrupt deficit positioning in school. I discuss implications for secondary literacy and social studies education.

scholarly journals Participating in the scientific publication process: exploring how pre-college students perceive publication within the scientific enterprise

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Sarah C. Fankhauser ◽  
Gwendolynne Reid ◽  
Gwendolyn Mirzoyan ◽  
Clara Meaders ◽  
Olivia Ho-Shing
Keyword(s):  
High School ◽  
High School Students ◽  
Student Perceptions ◽  
Scientific Inquiry ◽  
Literacy Practices ◽  
Science Classroom ◽  
Disciplinary Literacy ◽  
Scientific Review ◽  
Primary Literature

AbstractScientists spend a substantial amount of their time engaging with the primary literature: reading, constructing, reviewing and revising it. Yet, the role of primary literature is generally absent from the development of scientific inquiry skills in the pre-college science classroom, thus undermining a true understanding of what it means to do science. In this study, we examined middle and high school student perceptions of scientific inquiry and the role of disciplinary literacy practices after engaging in scientific review and publication of their research papers. We interviewed twelve students who published their papers in the Journal of Emerging Investigators, a science journal dedicated to publishing the research of middle and high school students. Students acknowledged the important roles that effective communication, scientific review, and revision played in their research projects. Further, after engaging with professional scientists through the scientific review process, students expressed increased confidence and belonging as a scientist. However, students primarily viewed the writing and publication processes as personal endpoints for their projects rather than an integral part of all stages of scientific inquiry and knowledge construction. If students are to develop an understanding of how reading, writing, and peer-review are critical pieces of doing science, then our work suggests that disciplinary literacy practices should be explicitly discussed and included in all parts of the research process. While not all students will be motivated to publish their research, our work has important implications for integrating disciplinary literacy practices into student scientific inquiry.

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