Critical, Compelling, and Linguistically Scaffolded Literature: Implementing Text Sets Multilingually for Social Justice

Autor/inn/en	Babino, Alexandra; Araujano, Juan J.; Maxwell, Marie L.
Titel	Critical, Compelling, and Linguistically Scaffolded Literature: Implementing Text Sets Multilingually for Social Justice
Quelle	In: Texas Journal of Literacy Education, 7 (2019) 1, S.44-64 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2374-7404
Schlagwörter	Scaffolding (Teaching Technique); Social Justice; Children; Childrens Literature; Adolescents; Adolescent Literature; Literacy; Multicultural Education; Multilingualism; Bilingual Students; Inservice Teacher Education; Middle School Students; Middle School Teachers; High School Students; High School Teachers; Literacy Education; Minority Group Students; Bilingualism; Texas + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Child; Kind; Kinder; 'Children''s literature'; Kinderliteratur; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Adolescents; Literature; literatur; Alphabetisierung; Schreib- und Lesefähigkeit; Multikulturelle Erziehung; Mehrsprachigkeit; Multilingualismus; Lehrerfortbildung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; High school; High schools; Oberschule; Studentin; Bilingualismus
Abstract	In most cases, the curriculum chosen for wide-use does not mirror or address the pressing needs of bi/multilingual learners, especially for those who are in middle and high school settings. In light of this and the increasingly negative national discourse surrounding minoritized students, our focus in this article is to offer in-service teachers a heuristic for compiling a multi-genre, multilingual text set to support bi/multilingual students' positive identities and literacies practices. This text set is designed with the themes of identity and social justice in order to reflect the students' struggle to fully participate in the American Dream. It also describes how teachers can purposely plan for linguistic support in students' additional languages, language varieties, and English. Taken together, we believe that deeply exploring these compelling books from a critical perspective with linguistic scaffolds will allow teachers to foster robust multilingual literacy skills to address social justice in the classroom and beyond. (As Provided).
Anmerkungen	Texas Journal of Literacy Education. Texas Woman's University Department of Reading, MCL 9th Floor, PO Box 425769, Denton, TX 76204. Web site: http://www.talejournal.com/index.php/TJLE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01