A Lifetime of Language, Literacy, Identity, and Solidarity

In this personal reflection, Sonia Nieto recounts the lessons she learned about language and literacy from learning to speak Spanish and then English; to reading and writing; and the impact of these lessons on her identity, teaching, research, and life; and, more broadly, on the fields of education and literacy.

Children's Literature as Pedagogy

This chapter explores the use of children's literature as pedagogy for literacy learning in diverse and multilingual classrooms. The author employs a sociocultural and relational understanding of literacy and learning to establish a theoretical framework for an approach that focuses on meaning-making, doing, and learning through stories as both a personal journey and a sociocultural practice. The complex sociocultural relationships between learning, literacy, identity, experience, power, agency, knowledge, value, success, and failure at the heart of the learning process remain central throughout this chapter. The reader is encouraged to consider their own life stories, experiences, definitions, and understandings of learning and literacy and the impact these may have on the life stories, experiences, definitions, and understandings of learning and literacy of the students in their care.

Virus tropical en la clase de E/LE: cómo trabajar la narración visual, la identidad y el plurilingüismo con una novela gráfica

Resumen: El presente artículo es un aporte al desarrollo de la alfabetización visual en la clase de E/LE a partir de la novela gráfica Virus tropical de Powerpaola. Parte de un enfoque narratológico a fin de fomentar las competencias socioculturales y la conciencia de la identidad de los aprendientes respecto al español como una lengua pluricéntrica. La secuencia didáctica está estructurada en dos partes que se centran en el desarrollo integrado de las competencias propuestas.Palabras clave: alfabetización visual, identidad, plurilingüismo, variedades del español. Abstract: the paper presents an approach to the development of visual literacy in S/FL through the graphic novel Virus tropical from Powerpaola. Within a narratological approach it elaborates exercises on sociocultural competence and identity awareness of learners on behalf of Spanish as a pluricentric language. The didactic proposal is structured in two stages that integrate the proposed competences.Keywords: visual literacy, identity, plurilinguism, varieties of Spanish.

Virus tropical en la clase de E/LE: cómo trabajar la narración visual, la identidad y el plurilingüismo con una novela gráfica

Resumen: El presente artículo es un aporte al desarrollo de la alfabetización visual en la clase de E/LE a partir de la novela gráfica Virus tropical de Powerpaola. Parte de un enfoque narratológico a fin de fomentar las competencias socioculturales y la conciencia de la identidad de los aprendientes respecto al español como una lengua pluricéntrica. La secuencia didáctica está estructurada en dos partes que se centran en el desarrollo integrado de las competencias propuestas.Palabras clave: alfabetización visual, identidad, plurilingüismo, variedades del español. Abstract: the paper presents an approach to the development of visual literacy in S/FL through the graphic novel Virus tropical from Powerpaola. Within a narratological approach it elaborates exercises on sociocultural competence and identity awareness of learners on behalf of Spanish as a pluricentric language. The didactic proposal is structured in two stages that integrate the proposed competences.Keywords: visual literacy, identity, plurilinguism, varieties of Spanish.