This article advocates for the inclusion of transnational and community literacies in the literacy instruction provided to all students, but especially those who are ELLs (English language learners). Transnational and community literacies are texts and literacy practices that reflect the multidirectional movements of people, media, language and goods across and within national borders. Use of these literacies for instructional purposes makes it possible to accomplish the following: better understand ELL students and build more meaningful relationships with them, help all students learn about the diverse make up of their communities, build upon students' prior knowledge and lived experience, and more fully engage ELL students in language, literacy, and content‐area learning. This article provides multiple examples of these literacies and it also presents a set of general guidelines for their use. Finally, potential objections regarding the use of these literacies for instructional purposes are noted and addressed.
تلخيص البحث: تدعو هذه المقالة إلى تضمين معارف القراءة والكتابة عبر الوطن والمجتمع توفيراً تعليمها إلى جميع الطلاب وخصوصاً الذين يدرسون اللغة الإنجليزية. إن معرفة القراءة والكتابة عبر الوطن والمجتمع عبارة عن نصوص وممارسات تعلمية تعكس حركات تعدد الجهات للناس ووسائل القراءة والكتابة واللغة والسلع عبر الحدود الوطنية وفي الوطن نفسه. إذ تمكن هذه المعارف القرائية والكتابية لأغراض تعليمية من إنجاز الآتي: القيام بالوصول إلى التفاهم مع دارسي اللغة الإنجليزية بشكل أفضل وببناء علاقات معنوية معهم وبمساعدة جميع الطلاب في إدراك مكونات مجتمعهم المتنوعة وببناء معرفة الطلاب السابقة وتجربتهم في الحياة وبتشغيل دارسي اللغة الإنجليزية في اللغة وتعلم القراءة والكتابة ومجال المحتوى. وتوفر هذه المقالة أمثلة عدة من هذه المعارف وكذلك تقدم مجموعة دلائل إرشادية لاستخدامها. وفي الختام تم ذكر اعترضات محتملة بصدد استخدام هذه الطرق التعلمية من أجل الأغراض التعليمية وتم تناولها.
本文提倡把跨国与社区读写文化,不但要加进为所有学生提供的读写教学里,而且要加进为英语学习者提供的读写教学里。跨国与社区读写文化,是指那些能反映出人、媒体、语言、货物在国家边界内及之间所作出的多向流动的文本及读写文化实践。使用跨国与社区读写文化作教学用途,可以达到以下的目的:更了解英语学习者学生,与他们建立更有意义的关系;帮助所有学生了解他们社区文化组合的多样性;把学习建基于学生的先前知识和生活经验;带领英语学习者学生更充分投入语言、读写文化和学科内容知识的学习。本文提供有关这些读写文化的多种实例及其使用的一般指引。作者更指出使用跨国与社区读写文化作教学用途的潜在反对意见,并加以讨论。
Cet article plaide pour l'inclusion de littératies transnationales et communautaires dans l'enseignement de la littératie fourni à tous les élèves, mais surtout à ceux qui apprennent l'anglais en tant que langue seconde (ELL). Les littératies transnationales et communautaires sont des textes et des pratiques de littératie qui reflètent les mouvements multidirectionnels des gens, des médias, des langues et des marchandises à l'intérieur et à l'extérieur des frontières nationales. L'utilisation de ces littératies à des fins pédagogiques permet d'atteindre réussir ce qui suit: mieux comprendre les élèves ELL et créer des relations plus significatives avec eux, aider tous les élèves à acquérir des connaissances sur la construction de leurs communautés, se baser sur les connaissances antérieures et les expériences vécues des élèves, et engager plus profondément les élèves ELL d...
S
This study examined the language and literacy practices in two Mexican schools over a period of approximately six months. Our project was guided by the theoretical notion that these practices reflect both societal influences and some of the ways that a given society itself is shaped. We applied this idea to the linguistic interactions that we recorded in four classrooms, two beginning primary classrooms and two grade 4 classrooms. Classroom observations, teacher and administrator interviews, school‐produced documents, and publicly displayed texts constituted the data corpus. Findings indicated that students were provided with considerable freedom in terms of their spoken language which contrasted greatly with the emphasis on form in the production of written language. Reading constituted a middle ground depending on whether students were directed to read silently or aloud. We concluded that these practices shaped a particular type of literate habitus, one that positioned both teachers and students to accept as natural the idea that, at best, schooling could provide only partial access to the kinds of linguistic capital valued by dominant interests. On the basis of our findings, we recommend a retheorization of these language and literacy practices in terms of how they might be reformulated to challenge the dominance of particular literacies. Retheorizing these practices requires deeper understanding of the types of literate capital available to students in specific locations, and also that asymmetries between these types are not merely questions of knowledge or technical mastery, but also questions of power and access to power.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.