Language, literacy, and love: A critical framework for teaching adolescent emergent bilinguals

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dc.contributor.authorAnderson, Phyliciá
dc.contributor.authorStewart, Mary Amanda
dc.contributor.authorLozada, Victor Antonio
dc.creator.orcidhttps://orcid.org/0000-0002-0695-7634
dc.date.accessioned2023-05-02T17:38:17Z
dc.date.available2023-05-02T17:38:17Z
dc.date.issued2022
dc.descriptionThe Journal of Language & Literacy Education (JoLLE, ISSN #1559-9035) is a double-masked, peer-reviewed, open access, scholarly journal housed in the Department of Language & Literacy Education in the College of Education at The University of Georgia.
dc.description.abstractA high school English teacher/doctoral student and two university researchers share a three-part framework for educating emergent bilinguals across disciplines with these constructs: language, literacy, and love. Through long-term professional development, teachers at two high schools began to view language as translanguaging, literacy as multiliteracies, and love as the critical notion of armed love. Specifically, as educators recognized the value of students’ home languages, they understood how all languaging was useful to acquire English, access content, and develop confidence in disciplinary literacy. Building off an understanding of students’ languaging, educators then focused on multiliteracies in their disciplines, incorporating multilingual and multimodal literature in their curriculum that represented student diversity. Finally, teaching through a critical lens of armed love, educators began to examine societal, political, and economical constructs relevant to their emergent bilinguals’ lives. This framework is useful to effect sustainable changes for teaching and learning equity with students in the dynamic process of English language acquisition.en_US
dc.identifier.citationThis is the published version of an article that is available at http://jolle.coe.uga.edu/wp-content/uploads/2022/04/Stewart_JoLLE2022.pdf. Recommended citation: Anderson, P., Stewart, M. A., & Lozada, V. A. (2022). Language, literacy, and love: A critical framework for teaching adolescent emergent bilinguals. Journal of Language and Literacy Education, 18(1), 1–21. This item has been deposited in with the author’s permission and in the absence of publisher policies.en_US
dc.identifier.urihttps://hdl.handle.net/11274/14942
dc.identifier.urihttp://jolle.coe.uga.edu/wp-content/uploads/2022/04/Stewart_JoLLE2022.pdf
dc.language.isoen_USen_US
dc.publisherMary Frances Early College of Education at The University of Georgiaen_US
dc.subjectContent area literacyen_US
dc.subjectDisciplinary literacyen_US
dc.subjectProfessional developmenten_US
dc.titleLanguage, literacy, and love: A critical framework for teaching adolescent emergent bilingualsen_US
dc.typeArticleen_US

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