Children in Immigrant Families Becoming Literate
A Window into Identity Construction, Transnationality, and Schooling
- 174 pages
- English
- ePUB (mobile friendly)
- Available on iOS & Android
Children in Immigrant Families Becoming Literate
A Window into Identity Construction, Transnationality, and Schooling
About This Book
This original book offers a meaningful window into the lived experiences of children from immigrant families, providing a holistic, profound portrait of their literacy practices as situated within social, cultural, and political frames. Drawing on reports from five years of an ongoing longitudinal research project involving students from immigrant families across their elementary school years, each chapter explores a unique set of questions about the students' experiences and offers a rich data set of observations, interviews, and student-created artifacts. Authors apply different sociocultural, sociomaterial, and sociopolitical frameworks to better understand the dimensions of the children's experiences. The multitude of approaches applied demonstrates how viewing the same data through distinct lenses is a powerful way to uncover the differences and comparative uses of these theories. Through such varied lenses, it becomes apparent how the complexities of lived experiences inform and improve our understanding of teaching and learning, and how our understanding of multifaceted literacy practices affects students' social worlds and identities.
Children in Immigrant Families Becoming Literate is a much-needed resource for scholars, professors, researchers, and graduate students in language and literacy education, English education, and teacher education.
Frequently asked questions
Information
1 A Theoretical Tapestry of Sociocultural and Sociomaterial Perspectives
Chapter Focus | Questions Asked | Theoretical Framework | |
---|---|---|---|
Chapters 3ā7 | All of the chapters in this volume explore various social aspects of childrenās experiences as they move through elementary school. | ||
Chapter 3 | This chapter explores how being a āgood readerā was constructed by children across space and time. We document how student identities are subject to the effects of sociopolitical contexts. | How do children in immigrant families experience reading instruction in American classrooms? How do they come to see themselves as readers and writers? | Appleās discussion of neoliberal educational agendas (e.g., 2006)
|
Chapter 4 | In Chapter 4, we examine what aspects of writing are valued in childrenās classrooms and how forms of writing capital shape and reshape how children view themselves as writers. | What counts as writing capital for students in immigrant families? What aspects of being a writer are valued at school? | Bourdieuās theorization of capital and field (e.g., Bourdieu, 1986)
|
Chapter 5 | Chapter 5 explores the dynamic multilingual practices of children from immigrant families and reveals the rich range of multilingual resources that children bring to classrooms as they move through elementary school | How do language and literacy travel across, within, and through multilingual spaces, including home and school? What happens when children bring multilingual and multiliterate practices to classrooms? | Translanguaging and Multiliteracies Theories (e.g., GarcĆa, 2009; GarcĆa & Kleifgen, 2018)
|
Chapter 6 | In Chapter 6, we explore the experiences of one immigrant learner across time as he engages with literacy in syncretic sites of collaboration and contestation. | How do Jamesā literacy practices intersect with culture and sociolinguistic practices across syncretic spaces and time? What negotiations are observed for one child? | Volkās theorization of syncretic literacies (e.g., Volk, 2007)
|
Chapter 7 | Chapter 7 examines how two children engage with assemblages of materials, meanings, objects, people, practices, and ideas as they engage in continual processes of becoming. | How do Gabby and Adam become within assemblages that include things, people, texts, and ideas? | Fenwick and Landriās discussion of sociomaterial assemblages (e.g., Fenwick and Landri, 2012)
|
Sociocultural Theories
- Learning always occurs within particular contexts. Learning involves particular people and local expectations and can occur in both formal and informal contexts (Street, 1995; Hull & Schultz, 2002).
- Learning is a social process. Learning occurs through interaction with others rather than as an individual accomplishment occurring within a childās mind (Street, 1995; Barton & Hamilton, 1998).
- Learning is grounded in the shared histories of people. Historical experiences and precedents have preceded us and our ideas; we learn with other peopleās words, and these words have historically served other peopleās interests (Bakhtin, 1994).
- Literacy is not just about reading and writing. Literacy learning involves multiple types of literacy practices that are useful across multiple contexts (Barton, Hamilton, IvaniÄ, & IvaniÄ, 2000). People use a range of semiotic tools and modalities to āmediate and regulate our relationships with others and with ourselvesā (Lantolf, 2000, p. 1).
- Literacy learning and literacy practices are not separate from peopleās identities. Literacy is among the tools that we use to enact particular identities (Ferdman, 1990; Gee, 2000).
- Literacy learning and literacy practices are ideological. Becoming literate in official spaces (e.g., schools, religious institutions, businesses) involves particular ways of understanding the world and particular understandings of the role of written text (Street, 1995). Children not only learn how to read, but they also learn the messages that are conveyed through texts. For example, they learn about gender, race, class, and how those differences matter.
- Literacy learning and literacy practices are situated within contexts that involve power. Some literacies are highly valued, while others are less valued. Some literacy practices provide access to power while other literacy practices can be marginalizing.
Table of contents
- Cover Page
- Half Title page
- Title Page
- Copyright Page
- Dedication
- Contents
- List of Illustrations
- Authors
- Foreword
- Introduction
- 1 A Theoretical Tapestry of Sociocultural and Sociomaterial Perspectives
- 2 A Longitudinal Methodology
- 3 Neoliberal Messages and Being a āGoodā Reader: The Cases of Carlos, Felipe, and Elina
- 4 Capital, Field, and Emergent Bilingual Writers
- 5 Becoming and Being Multilingual across Time
- 6 Syncretic Literacy and Language Practices: The Case of James
- 7 Sociomateriality and Becoming: Things and Doings across Time
- 8 Conclusions
- Appendix A Introducing the Children
- Index