Toward a Participatory View of Early Literacies in Second Language Contexts

2019 ◽  
pp. 378-402
Author(s):  
Claudia Cañas ◽  
Ángela Patricia Ocampo ◽  
Ana Karina Rodríguez ◽  
Mónica López-Ladino ◽  
Raúl Alberto Mora
Keyword(s):  
Early Childhood ◽  
English Language Learners ◽  
Language Learners ◽  
Critical Literacy ◽  
English Language ◽  
Teacher Educators ◽  
Literacy Practices ◽  
Early Childhood Teachers ◽  
Language Context ◽  
Pedagogical Framework

This chapter will introduce a pedagogical framework to engage with literacy practices in early childhood contexts and English language learners (ELLs), based on the commonalities across three research studies carried out in three schools in Medellín, Colombia. In this chapter, we argue that developing strong pedagogical proposals for PreK-5 spaces entails breaking the traditional compartmentalization of children's practices between in or out of school and carefully integrating multimodality and critical literacy in our curricula. Besides the explanation of our pedagogical framework and its link to our current research, the chapter also provides some insights for early childhood teachers working with ELLs around the world to draw from these frameworks and transform their curricula. Although language context may differ, there are developmental commonalities across the board that practitioners and teacher educators can draw from, regardless of whether the children are in English-speaking contexts or not.

Toward a Participatory View of Early Literacies in Second Language Contexts

2018 ◽  
pp. 300-324
Author(s):  
Claudia Cañas ◽  
Ángela Patricia Ocampo ◽  
Ana Karina Rodríguez ◽  
Mónica López-Ladino ◽  
Raúl Alberto Mora
Keyword(s):  
Early Childhood ◽  
English Language Learners ◽  
Language Learners ◽  
Critical Literacy ◽  
English Language ◽  
Teacher Educators ◽  
Literacy Practices ◽  
Early Childhood Teachers ◽  
Language Context ◽  
Pedagogical Framework

This chapter will introduce a pedagogical framework to engage with literacy practices in early childhood contexts and English language learners (ELLs), based on the commonalities across three research studies carried out in three schools in Medellín, Colombia. In this chapter, we argue that developing strong pedagogical proposals for PreK-5 spaces entails breaking the traditional compartmentalization of children's practices between in or out of school and carefully integrating multimodality and critical literacy in our curricula. Besides the explanation of our pedagogical framework and its link to our current research, the chapter also provides some insights for early childhood teachers working with ELLs around the world to draw from these frameworks and transform their curricula. Although language context may differ, there are developmental commonalities across the board that practitioners and teacher educators can draw from, regardless of whether the children are in English-speaking contexts or not.

scholarly journals Teacher’s Narration of Teaching Critical Literacy: It’s a KEY for Raising Students’ Awareness in Iran

2020 ◽  
Vol 10 (1) ◽  
pp. 75
Author(s):  
Iman Tohidian ◽  
Ali Khorsandi Taskoh
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Critical Literacy ◽  
Social Action ◽  
English Language ◽  
Teacher Educators ◽  
English Literature ◽  
Associate Professor ◽  
Efl Learners ◽  
Research Students

To be literate, students need to able to think critically and read between the lines to find the implicit meanings and ideologies. To help Iranian English language learners learn writing as a social action and not independent of social (in)justices and (in)equalities, we included critical literacy in a writing course at the University of [for anonymity]. We intend to illuminate teacher’s narration about raising students’ awareness towards (mal)practices, (in)justices, and (in)equalities of the society in their writings.To do so, all 52 undergraduate 3rd-year-EFL learners of English Literature and Translation participated in our writing class. The teacher was also an associate professor (50 years old) with critical literacy as his main area of research. Students were required to write essays as mid-term and final exams. The teacher’s reflection on the course in general and on the EFL learners’ reflective essays highlighted that teaching writing through critical literacy helped students realize that writing is a process dependent on different social and political issues.Students’ growth in critical consciousness through their writing reminds teaching practitioners, policy-makers, and teacher educators to provide innovation in their classrooms to empower language learners with teaching methodologies contrary to what they are accustomed to during their learning.

scholarly journals Sociocultural Adaptation for Asian Immigrant English Language Learners

2019 ◽  
pp. 1132-1138
Author(s):  
Mazlina Che Mustafa ◽  
Azila Alias ◽  
Juppri Bacotang
Keyword(s):  
Early Childhood ◽  
English Language Learners ◽  
New Zealand ◽  
Language Learners ◽  
English Language ◽  
Early Childhood Teachers ◽  
Sociocultural Adaptation ◽  
Asian Immigrant ◽  
Sociocultural Perspectives ◽  
Teachers Beliefs

This phenomenological study discusses sociocultural adaptation, as one of the findings emerged from the study, among Asian immigrant English language learners (ELLs) and their parents, as well as New Zealand early childhood teachers. The focus of the study is on the analysis of early childhood teachers’ beliefs about how they can support English acquisition among Asian immigrant ELLs and how these beliefs influence the teachers’ practices in early childhood education (ECE) settings as they adapt themselves.The theoretical framework of this research draws on a range of sociocultural perspectives, including (i) the sociocultural positions initially defined by Lev (1978); (ii) the notion of guided participation articulated by Barbara (2003) (iii) theories of second language acquisition discussed by Lantolf and Thorne (2000); and by Krashen (1982); Krashen (1985) and (iv) acculturation as addressed by Berry (2001). The main participants of this study were seven early childhood teachers and six Asian immigrant ELLs from two ECE centres. Four Asian parents participated in interviews to ascertain the parents’ perspectives about their children’s learning of English and their maintenance of home language. Research methods for the teachers included observations and semi-structured pre- and post-observation interviews. For each centre, observations were carried out over a six week period which enabled a series of snapshots of how the teachers supported the ELLs as they acquired English. The findings were analysed using thematic analysis. The findings revealed that there were dissonances between the teachers’ beliefs and their practices, as well as variation between individual teachers’ beliefs and practices. This study will provide a basis from which to consider how early childhood teachers in New Zealand can draw upon sociocultural perspectives to better support ELLs as they acquire English, while valuing and supporting their linguistic and cultural backgrounds.

Inspiring Teacher Candidates to Embrace Cultural Diversity

2020 ◽  
pp. 120-139
Author(s):  
Judi Simmons Estes ◽  
Judith Lynne McConnell-Farmer
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Low Income ◽  
Teacher Candidates ◽  
English Language ◽  
Teacher Educators ◽  
The United States ◽  
Cultural Knowledge ◽  
Cultural Learning ◽  
Underserved Students

One of the challenges facing teachers in the United States is providing high-quality education for all students met in the classroom, including those who too often are underserved: students of color, low-income students, English-language learners, as well as students in urban and rural settings. Teachers report feeling unprepared and lack confidence in teaching students from culturally different backgrounds from themselves. This chapter suggests that in addition to becoming certified teachers, teacher candidates need to be inspired by teacher educators who are passionate about cultural learning and willing to share their own journey. Through sharing, teacher educators can provide practices that build cultural knowledge and increase cultural experiences of teacher candidates.

Inspiring Teacher Candidates to Embrace Cultural Diversity

2021 ◽  
pp. 879-898
Author(s):  
Judi Simmons Estes ◽  
Judith Lynne McConnell-Farmer
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Low Income ◽  
Teacher Candidates ◽  
English Language ◽  
Teacher Educators ◽  
The United States ◽  
Cultural Knowledge ◽  
Cultural Learning ◽  
Underserved Students

One of the challenges facing teachers in the United States is providing high-quality education for all students met in the classroom, including those who too often are underserved: students of color, low-income students, English-language learners, as well as students in urban and rural settings. Teachers report feeling unprepared and lack confidence in teaching students from culturally different backgrounds from themselves. This chapter suggests that in addition to becoming certified teachers, teacher candidates need to be inspired by teacher educators who are passionate about cultural learning and willing to share their own journey. Through sharing, teacher educators can provide practices that build cultural knowledge and increase cultural experiences of teacher candidates.

Understanding Dialect and Developing Critical Literacy with English Language Learners

2013 ◽  
Vol 8 (1) ◽  
Author(s):  
Heather Coffey ◽  
Liv Davila ◽  
Lan Kolano
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Critical Literacy ◽  
English Language ◽  
The Us ◽  
Growing Population

AbstractEnglish language learners (ELLs) are the fastest growing population in the US schools (

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