Constructing language ideologies in a multilingual, second-grade classroom: A case study of two emergent bilingual students’ language-use during eBook composing

Rowe, Lindsey W.

doi:10.1016/j.linged.2019.05.007

Cited by 8 publications

(3 citation statements)

References 35 publications

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“…Whether in dual-language or Englishcentric classroom spaces (see Pacheco, 2018; L.W. Rowe, 2019;Velasco & García, 2014;Zapata & Van Horn, 2017), this work suggests rich possibilities for students' composing processes and products when instruction encourages them to draw from a single and integrated communicative repertoire. A student's purposeful use of Spanish or Arabic alongside English within a digital composition, therefore, is not an error to be eradicated (for an extended discussion, see Atkinson et al, 2015) but a means for this writer to "employ, create and interpret different kinds of linguistic signs to communicate across contexts and…perform their different subjectivities" (García & Li, 2014, p. 28).…”

Section: Introductionmentioning

confidence: 89%

Emergent Bilingual Students and Digital Multimodal Composition: A Systematic Review of Research in Secondary Classrooms

Smith¹,

Pacheco²,

Khorosheva³

2020

Reading Research Quarterly

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With increasing cultural and linguistic diversity in today’s classrooms, a growing body of research continues to explore the varied ways in which digital tools and multiple modalities can tap into emergent bilingual students’ academic and linguistic strengths. To understand the empirical landscape of this growing research, the authors systematically reviewed the literature on emergent bilinguals and digital multimodal composition in secondary classrooms. Through an inductive approach, the authors analyzed 70 studies to understand key findings and characteristics of the extant research. Five main themes of findings emerged across the research. First, a majority of studies illustrated how digital multimodal composing supports emergent bilingual students’ identity expression. With expanded opportunities to share ideas through multiple modes, students used their projects to bridge transnational identities, (re)present themselves, and communicate in empowering ways. Second, nearly half of the studies emphasized how the integration of digital multimodal projects can reshape classrooms by challenging language ideologies, transforming the classroom as a locus for social justice, and expanding temporal and spatial boundaries as students compose for multiple audiences. Third, many studies demonstrated how emergent bilinguals develop as designers and leverage the unique semiotic resources of multiple modes when composing. Fourth, approximately a third of the studies showed how multimodal composition offers emergent bilinguals opportunities to expand their existing linguistic repertoires. Finally, a quarter of the studies illustrated the potential of multiple modes to mediate learning during composing processes. The authors discuss the implications of these themes and critical new directions for future research on digital multimodal composing with emergent bilingual students.

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Section: Introductionmentioning

confidence: 89%

Emergent Bilingual Students and Digital Multimodal Composition: A Systematic Review of Research in Secondary Classrooms

Smith¹,

Pacheco²,

Khorosheva³

2020

Reading Research Quarterly

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“…However, over time, students increasingly used translingual texts to position themselves and their peers as bilingual speakers and authors, and as learners of new and more familiar language resources. This talk constructed local language ideologies valuing multilingualism (Rowe, 2019), a rare and needed stance in English-dominant schools. These findings, then, highlight the potential and importance of inviting translingual composing into English-medium schools.…”

Section: Discussionmentioning

confidence: 99%

Social Functions of Students’ Translingual Composing in an English-Medium, Second-Grade Classroom

Rowe

2022

Literacy Research: Theory, Method, and Practice

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While translingual and translanguaging orientations have been posited as supportive for emergent bilingual children in schools, limited research explores how children in English-medium spaces enact translingual composing practices. Drawing on theorizations of translingual composing as an interactional process, this paper analyzes data from a year-long, qualitative study. It explores how children in a second-grade classroom in an English-medium school composed when invited to use multiple language resources during Writing Workshop. Specially, it examines two questions: (1) What translingual composing practices did children employ? and (2) How did children's use of translingual composing function socially? Descriptive analyses of students’ writing show that, across the year, children created increasingly sophisticated translingual texts. Inductive analyses of events involving these texts identified six social functions that children interactionally constructed for their translingual writing: (1) responding to the teacher, (2) addressing bilingual audiences, (3) gaining peers’ attention, (4) teaching others a language beyond English, (5) positioning oneself as a language learner, and (6) positioning oneself as bilingual. These patterns illustrate the composing-oriented, peer-oriented, and identity-oriented work children enacted, in-the-moment, through their talk about translingual texts. Translingual texts became the occasion for new sorts of interactions that opened space for students to negotiate ideologies and positionings that valued the use of multiple named languages in the classroom writing space.

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“…Once norms and expectations have been established, the literature suggests that a supportive bilingual writing culture offers students frequent chances to draw on their full linguistic repertoires in both talk (Bernstein, 2017) and writing (Machado and Hartman, 2019;Zapata and Laman, 2016). Research suggests that teachers need to explicitly talk with children about classroom language norms, letting students know that bilingual talk and writing is acceptable and encouraged in order to challenge the hegemony of monolingual ideologies and practices (L. W. Rowe, 2018Rowe, , 2019a. Often, this involves welcoming and discussing the inclusion of translanguaging in talk and text.…”

Section: Designing Classroom Writing Cultures That Support Biliteracymentioning

confidence: 99%

Disrupting Monolingual Ideologies: Constructing Biliterate Composing Practices in a Second‐grade Classroom

Rowe

2022

Reading Research Quarterly

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Emergent bilingual students in the U.S. often attend English‐medium schools where their bi‐ and multi‐lingual language resources are ignored and dismissed. This article draws on a social literacies perspective to explore how a second‐grade teacher and her multilingual students re‐framed one English‐medium classroom to welcome and include biliterate composing practices, in opposition to monoglossic norms. Findings illustrate moves made by a teacher to launch new biliterate writing practices, including talking about rationales, and providing invitations, support, and recognition for bilingual composing. In particular, analyses show that talking about rationales or reasons for biliterate composing was central to disrupting English‐only discourses and instead building new ways of thinking about and enacting bilingual writing. Analyses then trace intercontextual connections across events to illustrate how repeated, connected talk about these rationales over time opened spaces for students to take up bilingual composing practices. The article concludes by discussing implications for teachers and researchers who are interested in supporting emergent bilingual students’ bi‐ and multi‐lingual language use in English‐medium schools.

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Constructing language ideologies in a multilingual, second-grade classroom: A case study of two emergent bilingual students’ language-use during eBook composing

Cited by 8 publications

References 35 publications

Emergent Bilingual Students and Digital Multimodal Composition: A Systematic Review of Research in Secondary Classrooms

Emergent Bilingual Students and Digital Multimodal Composition: A Systematic Review of Research in Secondary Classrooms

Social Functions of Students’ Translingual Composing in an English-Medium, Second-Grade Classroom

Disrupting Monolingual Ideologies: Constructing Biliterate Composing Practices in a Second‐grade Classroom

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