Bilingual Learners in a Multilingual Primary School: Literacy Narratives about Texts and Practices

Depictions of Reading in Children's Picturebooks: A Qualitative Multimodal Content Analysis

“…While the Trackton children were literate in many ways, the analogical questions asked by teachers did not allow the children to show all their literacy skills and practices. This goes to show that all children experience literacy events that shape how they interact with different types of literacy at home and in schools (Heath, 1982;Wallace, 2013). Further, it reveals how children with literacy practices that may not match what is expected in mainstream schools are not encouraged to continue engaging in those practices at schools (Gee, 2008).…”

“…This view exists in classrooms and the media children engage with, such as picturebooks. Research has been added to expand views on literacy by exploring various literacy practices and meaning-making children take part in (Heath, 1982;Wallace, 2013).…”

“…This traditional view of literacy does not recognize multiple forms of literacy and modes aside from written language (Barthes, 1977;Kress, 2010). Moreover, this definition of literacy has focused on English literacy even in multilingual school contexts (Cummins et al, 2015;Wallace, 2013). Consequently, students who do not meet curriculum requirements are seen as falling behind and lacking in literacy skills when in fact they engage in a multitude of literacy events and practices (Gee, 2008;Heath 1982;Wallace, 2013).…”

“…Moreover, this definition of literacy has focused on English literacy even in multilingual school contexts (Cummins et al, 2015;Wallace, 2013). Consequently, students who do not meet curriculum requirements are seen as falling behind and lacking in literacy skills when in fact they engage in a multitude of literacy events and practices (Gee, 2008;Heath 1982;Wallace, 2013). Thus, dominant and mainstream approaches to literacy ignore the social practices and cultural contexts that shape literacy as various forms of communication and meaning-making (Gee, 2008;Heath, 1982;Wallace, 2013).…”

“…As multimodal ensembles, these picturebooks convey messages in their construction The following concepts will be explored throughout this research paper: Literacy, literacy practices, multimodal theory of literacy, and semiotic resources. To expand views on literacy, the ways people engage to form meaning through literacy practices such as bedtime stories, oral storytelling, letter writing, video gaming and drawing have been explored (Heath, 1982;McTavish et al, 2012;Scribner & Cole, 1978;Stufft, 2018;Tessaro, 2012;Wallace, 2013).…”