Literacy & Learning
Permanent URI for this collectionhttps://hdl.handle.net/11274/9561
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Browsing Literacy & Learning by Author "Flint, Patricia"
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Item Co-learning in the high school English class through translanguaging: Emergent bilingual newcomers and monolingual teachers(Taylor & Francis, 2020) Hansen-Thomas, Holly; Stewart, Mary Amanda; Flint, Patricia; Dollar, TamraThere is a growing chasm between the instruction of secondary emergent bilinguals (EBs) and research illustrating the benefits of adolescent EBs using translanguaging practices for academic engagement and gains. Specifically, this qualitative study purposes to understand how monolingual teachers enact a translanguaging pedagogy in a high school classroom where English language acquisition is the focus. Findings indicate the primary resource the teachers used in their translanguaging pedagogy were the students themselves, and suggest that teachers’ willingness to participate as co-learners with adolescent EBs is crucial. Co-learning has been found to be an appropriate pedagogical tool with teachers of multilinguals due to the rich experiences it can foster and this study supports such literature. Additional study findings revealed tensions students and teachers felt through these practices, specifically in regards to translating, technology use, and students’ desire to learn the L2.Item Hurdling over language barriers: Building relationships with adolescent newcomers through literacy advancement(Wiley Open Access, 2018) Stewart, Mary Amanda; Flint, Patricia; Dollar, TamraAdolescents who are newcomers in a country and beginning to acquire English as an additional language are often in secondary classrooms with teachers who do not speak their languages. Due to these communication obstacles, there is a great need for teachers to build relationships with their students while setting optimal conditions for literacy development across languages (e.g., English and Spanish) and domains (e.g., oral, written, and digital communication). Guided by tenets of culturally and linguistically responsive pedagogy, the authors describe how two self‐identifying monolingual English‐speaking teachers formed relationships with high school newcomers during a summer literacy institute. The authors highlight three specific literacy activities that facilitated students’ oral, written, and digital literacy skills in both English and Spanish while also creating a space for caring relationships to form between students and teachers.Item Teachers and diverse students: A knowledge-to-action reader response model to promote critical consciousness(Taylor & Francis, 2021) Stewart, Mary Amanda; Flint, Patricia; Núñez, MariannellaAnti-immigrant vitriol is growing, even disturbing our educational spaces. Teachers are also affected by the negative discourses around them and need to develop knowledge that shapes their attitudes and actions regarding immigrant youth. This article details a professional development with high school teachers that used reader response to develop critical consciousness, the ability to name, and then act on tensions and unjust practices. Specifically, the purpose was to develop knowledge that might affect teachers’ attitudes and actions toward (im)migrant students in their classrooms and schools. The teacher educators engaged in a semester-long reader response initiative that consisted of reading and responding to a series of both informational and narrative texts about the (im)migrant and refugee experience. The high school teachers illustrated various levels of growth from gaining knowledge to engaging in action to better serve students at their schools, suggesting this reader-response model may be used to develop aspects of critical consciousness about other social justice issues in our society that affect teachers and the manner in which they engage with diverse students.Item Translingual disciplinary literacies: Equitable language environments to support literacy engagement(Wiley, 2021) Stewart, Mary Amanda; Hansen-Thomas, Holly; Flint, Patricia; Núñez, MariannellaThe burgeoning work of translanguaging and bilingualism has much to offer adolescent learning spaces in order to provide bi/multilingual students more equitable opportunities to engage in disciplinary literacy at the high school level, particularly where there are many low-incidence languages. Drawing from critical theories in both literacy and language research, we conducted this three-year study in two U.S. high schools (grades 9–12) in order to promote language equity and literacy engagement for emergent bilinguals and heritage speakers. We provided an intensive year of graduate courses on language, literacy, and equity for 27 teachers from various disciplines and school roles. Through analyzing their coursework, observations of their classes, and follow-up surveys, we documented how their heteroglossic language ideologies were nurtured, how they enacted translingual disciplinary literacies, and what benefits they perceived from this instructional approach. The findings illustrate how schools might overcome previously unquestioned monoglossic standards and linguistically oppressive systems through a whole-school translingual disciplinary literacies approach. Providing nuanced descriptions of how teachers engaged in translingual disciplinary literacy in various disciplines, we make a case for constructivist disciplinary literacy teacher education grounded in heteroglossic ideologies. We also draw connections from language equity to literacy engagement, suggesting that a translingual disciplinary literacies approach is a necessary instructional innovation to effect change in high school learning spaces for bi/multilingual learners. Finally, as our field pursues language equity and literacy engagement, like the teachers in this study, we must also critically evaluate our own ideologies toward literacy and language.