Hurdling over language barriers: Building relationships with adolescent newcomers through literacy advancement

Date
2018
Authors
Stewart, Mary Amanda
Flint, Patricia
Dollar, Tamra
Journal Title
Journal ISSN
Volume Title
Publisher
Wiley Open Access
Abstract

Adolescents 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.

Description
Article originally published in Journal of Adolescent & Adult Literacy, 62(5), 509–519. English. Published Online 2018. https://doi.org/10.1002/jaal.927
Keywords
Language learners, Motivation, Motivation/Engagement, Digital literacy, Literacies, Digital/Media literacies, Visual literacy, English language learners, English learners, English as a second language, ESL, Affective influences, Teaching strategies
Citation
This is the publisher’s version of an article that is available at https://doi.org/10.1002/jaal.927. Recommended citation: Flint, P., Dollar, T., & Stewart, M. A. (2018). Hurdling over language barriers: Building relationships with adolescent newcomers through Literacy Advancement. Journal of Adolescent & Adult Literacy, 62(5), 509–519. This item has been deposited in accordance with publisher copyright and licensing terms and with the author’s permission.