scholarly journals The Translanguaging Pedagogies Continuum

2022 ◽  
pp. 002205742110535
Author(s):  
Marcela Ossa Parra ◽  
Patrick Proctor
Keyword(s):  
Literacy Instruction ◽  
Educational Equity ◽  
Meaningful Learning ◽  
Ways Of Knowing ◽  
Active Participation ◽  
Language And Literacy ◽  
Multilingual Students ◽  
Language And Literacy Instruction ◽  
Insight Into ◽  
Curricular Decisions

Translanguaging pedagogy is an approach to educational equity that harnesses multilingual learners’ communicative repertoires (e.g., home languages, non-standard varieties, and gestures) by strategically incorporating them in the classroom to ensure students’ active participation and meaningful learning. This paper proposes a research-informed continuum that captures a range of possibilities for integrating translanguaging in language and literacy instruction. This continuum provides insight into how educators may make socially just instructional and curricular decisions that are based on recognizing multilingual students' languages, cultures, and ways of knowing as valuable assets in the classroom.

scholarly journals Effective language and literacy instruction: Evaluating the importance of scripting and group size components

2018 ◽  
Vol 42 ◽  
pp. 256-269 ◽  
Author(s):  
Dorthe Bleses ◽  
Anders Højen ◽  
Philip S. Dale ◽  
Laura M. Justice ◽  
Line Dybdal ◽  
...  
Keyword(s):  
Group Size ◽  
Literacy Instruction ◽  
Language And Literacy ◽  
Language And Literacy Instruction

‘Like, I’m playing, but with this’. Materialization and affect in early childhood literacy

2021 ◽  
pp. 146879842110681
Author(s):  
Fernando Guzmán-Simón ◽  
Alejandra Pacheco-Costa
Keyword(s):  
Early Childhood ◽  
Literacy Practices ◽  
School Context ◽  
Ways Of Knowing ◽  
Language And Literacy ◽  
Literacy Events ◽  
Time Space ◽  
Early Childhood Literacy ◽  
Usual Concept ◽  
Insight Into

The more-than-human turn in early childhood education has highlighted the relevance of children’s intra-actions with their environment, as well as the multiple ways in which worlds and literacies emerge in them. The rejection of representationalism as the single source of knowledge leads to the consideration of affect, embodiment, memories, sound and movement as ways of knowing. The ways in which they manifest in a school context deserve close attention to the tiny details of literacy events. Our research presents a diffractive reading of an event in a school classroom, aiming to understand human and more-than-human intra-actions in this context, the re-configurations of time, space and matter, and the ways in which children articulate entanglements with texts and bodies. We focus on the intra-actions of a seven-year old child with a photo of his favourite videogame and the ways in which affect and memory emerge. The child’s sounds and movements, the researcher, the photo and the space become entangled to re-configure time, space and matter. Our analysis provides an insight into an event often occurring in schools. We offer some clues to understand it as part of the language and literacy practices of children, and pose the necessity of reconsidering the usual concept of literacy in school.

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