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

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dc.contributor.authorStewart, Mary Amanda
dc.contributor.authorFlint, Patricia
dc.contributor.authorDollar, Tamra
dc.date.accessioned2018-11-27T19:32:45Z
dc.date.available2018-11-27T19:32:45Z
dc.date.issued2018
dc.date.submitted2018-11
dc.descriptionThis article was published with support from the Texas Woman’s University Libraries’ Open Access Fund
dc.description.abstractAdolescents 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.en_US
dc.identifier.citationThis 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.en_US
dc.identifier.urihttps://hdl.handle.net/11274/10778
dc.identifier.urihttps://doi.org/10.1002/jaal.927
dc.language.isoen_USen_US
dc.publisherWiley Open Accessen_US
dc.rights.licenseCC BY
dc.subjectLanguage learnersen_US
dc.subjectMotivationen_US
dc.subjectMotivation/Engagementen_US
dc.subjectDigital literacyen_US
dc.subjectLiteraciesen_US
dc.subjectDigital/Media literaciesen_US
dc.subjectVisual literacyen_US
dc.subjectEnglish language learnersen_US
dc.subjectEnglish learnersen_US
dc.subjectEnglish as a second languageen_US
dc.subjectESLen_US
dc.subjectAffective influencesen_US
dc.subjectTeaching strategiesen_US
dc.titleHurdling over language barriers: Building relationships with adolescent newcomers through literacy advancementen_US
dc.typeArticleen_US

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