Exploring linguistic repertoires: Multiple language use and multimodal literacy activity in five classrooms

D’warte, Jacqueline

doi:10.1007/bf03651929

Cited by 51 publications

(11 citation statements)

References 20 publications

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“…In total, we conducted two 30-minute semi-structured interviews and one 1-hour semi-structured interview with Yoon, and one 30-minute and two 1-hour semi-structured interviews with June and Sang. The first interview focused on a language map (D’warte, 2014) and was conducted on the same day for three participants. The second and the third interviews were conducted separately within a week apart from each other.…”

Section: Methodsmentioning

confidence: 99%

“…The first interview was dedicated to a conversation about languages and emotions associated with those languages which include Korean and English. Each participant was asked to draw and describe a language map (D’warte, 2014) that illustrates which languages occupy what parts of their lives and emotions associated with each language practice (i.e., Tell me about your language portrait, how you placed the different languages, and your emotions toward to each language; what is your emotion using Korean outside of the home, for example, when walking on the street, in the store, at school?). During the interview, it became clear that Yoon’s linguistic landscape changed significantly when June and Sang moved from a mid-sized town to a large city (Yoon was 8 years old).…”

Section: Methodsmentioning

confidence: 99%

“…The second interview was designed to explore emotions in each language that was shared during the first language map (D’warte, 2014) interview. Yoon broadened the boundary of language by including Latin, and music on top of Korean and English while June and Sang mainly focused on emotions associated with Korean and English.…”

Section: Methodsmentioning

confidence: 99%

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“I feel really special and proud that I am bilingual”: Exploring a second-generation Korean American bilingual adolescent’s emotions and sense of belonging through family language policy

Richardson²,

Jong

2023

International Journal of Bilingualism

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Aims and objectives: The purpose of this exploratory case study is to contribute to the set of studies that center children’s perspectives on their bilingual development, with a specific focus on their emotional connection within their linguistic family landscape. Methodology: This was a case study of a Korean transnational family in the United States and included both parents and their daughter. Data and analysis: Due to COVID-19 restrictions, semi-structured in-depth interviews and a language-mapping activity were conducted via ZOOM, recorded, and transcribed. DeDoose, a qualitative collaborative research tool, was used to conduct a thematic analysis. Findings and conclusion: Findings suggest that parents positioning bilingualism as a resource for communication and expression impacts a bilingual child’s positive linguistic and socioemotional well-being. A strong sense of belonging was shaped through strong relationships with parents and family, engagement in diverse and inclusive spaces that valued multilingualism and multiculturalism, and by being given agency in one’s own language choices. Originality: This study focuses on a Korean immigrant family and centers on the child’s experiences. It provides a counter-narrative to the negative emotions parents and their children often express in extant family language policy (FLP) research. The study calls for FLP research to include a “multilingualism as a resource” orientation. Significance/implications: This case study provides the lens of multilingualism as a resource through FLP that has a different impact on the emotional dimensions of heritage language learning and maintenance.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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“I feel really special and proud that I am bilingual”: Exploring a second-generation Korean American bilingual adolescent’s emotions and sense of belonging through family language policy

Richardson²,

Jong

2023

International Journal of Bilingualism

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“…Some LBOTE students, especially refugee students and those from socially and economically disadvantaged communities, face challenges such as low academic language proficiency levels and may require specific support in their learning (Cummins, 2000;Laguardia & Goldman, 2007). All these students need teachers who are able to recognise and build on students' linguistic resources by developing a culturally responsive pedagogy (Dutton & Rushton, 2021D'warte, 2014;Morrison et al, 2019).…”

Section: Teachers' Perceptions About Their Work With Eal/d Students I...mentioning

confidence: 99%

“…In Australia over 350 languages are spoken (Eades, 2013;Lo Bianco & Slaughter, 2017) and, especially in urban areas, the population is increasingly multilingual with individuals from a range of diverse linguistic and cultural backgrounds (Chik, Benson & Maloney, 2019;D'warte, 2014). In New South Wales (NSW), where this research was conducted, around 36.9% of…”

Section: Introductionmentioning

confidence: 99%

Teachers’ perceptions about their work with EAL/D students in a standards-based educational context.

Nguyen

Rushton

2023

TiC

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Education in Australia is changing in ways that reflect increasing cultural and linguistic diversity of students and also teachers. Responding to increased cultural and linguistic diversity, Australian educators have recognised the importance of providing a diverse range of opportunities for social learning, multicultural engagement and support for students learning English as an additional language or dialect (EAL/D). However only a few studies examine the experience and work EAL/D teachers (Cruickshank et al., 2003; Hammond, 2014) especially in reference to the standards framework provided by the Australian Professional Standards for Teachers (APST). In this case study teachers’ perceptions about their roles, as teachers of EAL/D students, are explored. The lens of activity theory and expansive learning is used to examine the tensions and conflicts they reveal especially in respect to the APST which are currently used to describe teachers’ work. Data was collected through both focus group and individual interviews across four sites. All the participants were teachers of EAL/D students working in public schools in NSW. It is hoped that this study will raise awareness of the professional learning needs of teachers who work with EAL/D students.

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Mapping Languages and Literacies With Multilingual Students in Australian Classrooms

D’warte¹

2019

The Reading Teacher

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The International Literacy Association is a global advocacy organization, and literacy is viewed as a human right worldwide. This department highlights research and research‐to‐practice at the international level to bring global best teaching practices to the forefront. Topics may include best practices for literacy instruction in Europe or other continents/countries, partnership and collaborative projects between international schools/teachers, and advocacy.

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Exploring linguistic repertoires: Multiple language use and multimodal literacy activity in five classrooms

Cited by 51 publications

References 20 publications

“I feel really special and proud that I am bilingual”: Exploring a second-generation Korean American bilingual adolescent’s emotions and sense of belonging through family language policy

“I feel really special and proud that I am bilingual”: Exploring a second-generation Korean American bilingual adolescent’s emotions and sense of belonging through family language policy

Teachers’ perceptions about their work with EAL/D students in a standards-based educational context.

Mapping Languages and Literacies With Multilingual Students in Australian Classrooms

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