Emergent bilingual students’ use of humour in digital composing: Academic and social work

Rowe, Lindsey W.

doi:10.1177/1468798420911143

Cited by 6 publications

(6 citation statements)

References 36 publications

(38 reference statements)

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“…While utilizing digital platforms for translingual composition, digital collaborative writing connects the social worlds of linguistic diversity and technology (Pacheco et al., 2021). Translingual practices through multimodal composition have been explored by researchers (e.g., Brown & Allmond, 2021; Rowe, 2020a; Rowe & Miller, 2016) and have been found to reify the value of linguistic diversity as well as build a collaborative classroom community. Thus, multimodal and multilingual literacies can and should be joined in digital, collaborative writing (Salmerón, 2022a).…”

Section: Perspectivesmentioning

confidence: 99%

Translanguaging with Digital, Collaborative Writing: Early Multilingual Composers

Pennington,

Howell,

Kaminski

et al. 2024

The Reading Teacher

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Multilingual learners live in a digital world where they can access and create knowledge in multiple modes through digital tools. Yet, teachers are often not supported in harnessing these resources to capitalize on students' linguistic and cultural repertoires. The authors reflect on data from teachers indicating a need to support teachers as they engage students in digital composition with asset orientations, such as translanguaging. Translanguaging with digital, collaborative writing is presented as a strategy based on author insights from classroom teaching. This article addresses the demand for multilingual learner (ML) translingual compositions through digital, collaborative writing.

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Section: Perspectivesmentioning

confidence: 99%

Translanguaging with Digital, Collaborative Writing: Early Multilingual Composers

Pennington,

Howell,

Kaminski

et al. 2024

The Reading Teacher

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show abstract

“…A growing number of studies have begun to explore the intersections of affect, play and bilingual students’ literacy learning. For instance, Rowe (2022) explored how bilingual students used digital composing practices to produce affective dimensions of playful humor by looking up translations of words in their home language for their written compositions. The creation of such humor through digital means became collaborative and participatory playful acts that also constituted a humanizing practice because bilingual children were positioned as agents of their learning.…”

Section: Literature Reviewmentioning

confidence: 99%

Bilingual teachers and young children co-constructing affect and play in translanguaging read-alouds

Beauchemin

Qin

2023

ETPC

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Purpose Affect is central to the process of teaching and learning. The recent affective turn in literacy education has further underscored its critical potential as an act of resistance against dehumanizing forces that impact students’ schooling and life experiences (Dutro, 2019; Leander and Ehret, 2019). This article, taking up the notion of affect as relational and performed forces that emerge from the in-betweenness among people, objects and material and discursive contexts, examines how two US Latinx teachers and their young bilingual students co-constructed affect and play in translanguaging read-alouds with a bilingual text that centered their culturally rooted ways of knowing and being. Design/methodology/approach Drawing on data from a larger practitioner research study that aimed at developing teacher candidates’ culturally and linguistically sustaining literacy instruction, the authors took a discourse analytic approach to examine how the two teachers created curricular opportunities for affect and play in designing the translanguaging read-alouds and how bilingual children and their teachers playfully engaged with the bilingual text during the read-alouds. Findings The analysis indicated that the teachers’ intentional selection of the Spanish–English bilingual picturebook Niño Wrestles the World created opportunities for the children to leverage their full linguistic repertoire and funds of knowledge to engage with the text. During the read-alouds, the children and the teachers co-constructed affect and playfulness through embodied performance and translanguaging. Originality/value This study contributes to the research and practice of literacy instruction of bilingual children by illustrating how affect figures into the process of literacy instruction and how translanguaging read-alouds can afford bilingual children opportunities to playfully engage with the text that centers their cultural epistemologies.

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“…Research proclaims that the use of autonomous literacy skills is still evident in many schools that still value and privilege print literacy above all other modes or forms of communication (Hamilton 2012;Rowe 2020). To counter this autonomous view to literacy, an ideological position focuses on multiple and multimodal literacies which encourage classroom discourse that is construed and operates from learners' sociocultural knowledge, experiences, linguistic networks and interests (Bloome, Kalman & Seymour 2018;Kress & Van Leeuwen 2001;Street 2018Street , 2003.…”

Section: Literature Reviewmentioning

confidence: 99%

Student teachers’ reflections on semiotics in Grade 3 isiXhosa literacy lessons

Magangxa,

Geduld

2023

SAJCE

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Background: Globally, teaching practice has been at the heart of teacher education programmes. For quality teaching and learning, literacy student teachers are expected to develop metacognitive attributes and critical thinking to integrate theory and practice. Because of the dominance of autonomous models in literacy teaching and learning nationally and internationally, literature continues to report poor literacy attainment, especially for indigenous language learners. Contrasting this deficit view, this article employed languaging as a lens to describe student teachers’ reflections on their interactions with Grade 3 learners using multimodal and linguistic repertoires, which they both bring from socio-cultural contexts as well as utilisation of embodied representational modes.Aim: To explore how Foundation Phase (FP) student teachers used languaging and semiotic modes to enhance literacy teaching and learning in Grade 3 classrooms.Setting: An Eastern Cape Institution of Higher Education.Methods: In this qualitative study, four purposely selected FP isiXhosa Home Language student teachers used reflective journals to articulate their individual and peer classroom literacy practices. Data were thematically analysed.Results: Findings revealed the importance of acknowledging authentic and diverse linguistic resources that learners bring from their socio-cultural backgrounds as well as the use of multimodal literacies in the classroom context.Conclusion: This study concludes that languaging allowed learners and student teachers to exploit multimodalities and linguistic repertoires that they bring from their socio-cultural backgrounds.Contribution: This study demonstrates the pedagogical literacy strategies that created live dialogical engagements between student teachers and learners. These can be useful to teacher educators as well as teachers in the Foundation Phase contexts and thus improve literacy teaching and learning, especially in indigenous languages.

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Emergent bilingual students’ use of humour in digital composing: Academic and social work

Cited by 6 publications

References 36 publications

Translanguaging with Digital, Collaborative Writing: Early Multilingual Composers

Translanguaging with Digital, Collaborative Writing: Early Multilingual Composers

Bilingual teachers and young children co-constructing affect and play in translanguaging read-alouds

Student teachers’ reflections on semiotics in Grade 3 isiXhosa literacy lessons

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