首页 > 最新文献

Journal of Literacy Research最新文献

英文 中文
Always at the Bottom: Ideologies in Assessment of Emergent Bilinguals 永远在底层:新兴双语者评估中的意识形态
IF 2.6 2区 教育学 Q1 Arts and Humanities Pub Date : 2021-10-25 DOI: 10.1177/1086296X211052255
Laura Ascenzi-Moreno, K. Seltzer
Recent scholarship has identified how the reading assessment process can be improved by adapting to and accounting for emergent bilinguals’ multilingual resources. While this work provides guidance about how teachers can take this approach within their assessment practices, this article strengthens and builds on this scholarship by combining translanguaging and raciolinguistic lenses to examine the ideologies that circulate through assessment. By comparing interview data from English as a new language and dual-language bilingual teachers, we found that while reading assessments fail to capture the complexity of all emergent bilinguals’ reading abilities, they particularly marginalize emergent bilinguals of color. Thus, we expose the myths of neutrality and validity around reading assessment and demonstrate how they are linked to ideologies about race and language. We offer a critical translingual approach to professional learning that encourages teachers to grapple with these ideologies and shift toward a more critical implementation of reading assessments.
最近的学术研究已经确定了如何通过适应和考虑双语者的多语言资源来改进阅读评估过程。虽然这项工作为教师如何在评估实践中采取这种方法提供了指导,但本文通过结合跨语言和种族歧视的视角来审视评估中流传的意识形态,加强并建立了这一学术成果。通过比较英语作为一种新语言和双语教师的访谈数据,我们发现,虽然阅读评估未能捕捉到所有新兴双语者阅读能力的复杂性,但它们特别边缘化了新兴有色人种双语者。因此,我们揭露了关于阅读评估的中立性和有效性的神话,并展示了它们是如何与种族和语言意识形态联系在一起的。我们为专业学习提供了一种批判性的跨语言方法,鼓励教师与这些意识形态作斗争,并转向更批判性的阅读评估实施。
{"title":"Always at the Bottom: Ideologies in Assessment of Emergent Bilinguals","authors":"Laura Ascenzi-Moreno, K. Seltzer","doi":"10.1177/1086296X211052255","DOIUrl":"https://doi.org/10.1177/1086296X211052255","url":null,"abstract":"Recent scholarship has identified how the reading assessment process can be improved by adapting to and accounting for emergent bilinguals’ multilingual resources. While this work provides guidance about how teachers can take this approach within their assessment practices, this article strengthens and builds on this scholarship by combining translanguaging and raciolinguistic lenses to examine the ideologies that circulate through assessment. By comparing interview data from English as a new language and dual-language bilingual teachers, we found that while reading assessments fail to capture the complexity of all emergent bilinguals’ reading abilities, they particularly marginalize emergent bilinguals of color. Thus, we expose the myths of neutrality and validity around reading assessment and demonstrate how they are linked to ideologies about race and language. We offer a critical translingual approach to professional learning that encourages teachers to grapple with these ideologies and shift toward a more critical implementation of reading assessments.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42229904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 8
Bringing a Culturally Sustaining Lens to Reading Intervention 阅读干预中的文化支撑视角
IF 2.6 2区 教育学 Q1 Arts and Humanities Pub Date : 2021-10-25 DOI: 10.1177/1086296X211051668
Kelly K. Wissman
This study explores the possibilities and tensions that emerged when a literacy specialist brought a culturally sustaining lens to her work in a reading intervention setting with five emergent bilinguals. Utilizing a case study methodology, the study draws on data from class transcripts, interviews, student writing and artwork, and fieldnotes collected over 2 years. During data analysis, three themes, “get proximate,” “get connected,” and “get moving,” were constructed. Findings illustrate the complex relationship between practices designed to bring students’ linguistic and cultural resources into the classroom (“get proximate” and “get connected”) within a context designed to facilitate measurable growth in students’ reading skills ("get moving"). Findings contain seeds for further exploration related to engaging students’ languages and lived experiences to build foundational skills. The study suggests that more cohesive incorporation of culturally sustaining practices would require a (re)consideration of monolingualism and narrow definitions of literacy within interventions and assessments.
本研究探讨了一名读写专家在阅读干预环境下与五名新兴双语者进行的工作中,以文化维持的视角看待其工作时出现的可能性和紧张关系。该研究采用案例研究方法,从课堂成绩单、访谈、学生写作和艺术作品以及2年来收集的实地笔记中提取数据。在数据分析过程中,我们构建了三个主题:“接近”、“连接”和“行动”。研究结果说明了旨在将学生的语言和文化资源带入课堂(“接近”和“联系”)的实践与旨在促进学生阅读技能可衡量增长(“行动起来”)的背景之间的复杂关系。研究结果包含了进一步探索的种子,这些探索涉及学生的语言和生活经验,以建立基本技能。该研究表明,在干预和评估中,更有凝聚力地结合文化上可持续的做法需要(重新)考虑单一语言和狭隘的扫盲定义。
{"title":"Bringing a Culturally Sustaining Lens to Reading Intervention","authors":"Kelly K. Wissman","doi":"10.1177/1086296X211051668","DOIUrl":"https://doi.org/10.1177/1086296X211051668","url":null,"abstract":"This study explores the possibilities and tensions that emerged when a literacy specialist brought a culturally sustaining lens to her work in a reading intervention setting with five emergent bilinguals. Utilizing a case study methodology, the study draws on data from class transcripts, interviews, student writing and artwork, and fieldnotes collected over 2 years. During data analysis, three themes, “get proximate,” “get connected,” and “get moving,” were constructed. Findings illustrate the complex relationship between practices designed to bring students’ linguistic and cultural resources into the classroom (“get proximate” and “get connected”) within a context designed to facilitate measurable growth in students’ reading skills (\"get moving\"). Findings contain seeds for further exploration related to engaging students’ languages and lived experiences to build foundational skills. The study suggests that more cohesive incorporation of culturally sustaining practices would require a (re)consideration of monolingualism and narrow definitions of literacy within interventions and assessments.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45908478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
From Haiti to Detroit Through Black Immigrant Languages and Literacies 从海地到底特律通过黑人移民语言和文学
IF 2.6 2区 教育学 Q1 Arts and Humanities Pub Date : 2021-09-01 DOI: 10.1177/1086296X211031279
Lakeya Omogun, A. Skerrett
This article undertakes a textual analysis of an autobiographically informed novel, American Street, to analyze the process of identity formation of a Black Haitian immigrant youth in the United States. Black immigrant youth remain an understudied demographic in literacy research compared with their Latinx and Asian immigrant counterparts. The goal of this analysis is to provide insights into the role of languages and literacies for Black immigrant youth in (re)constructing their identities in nations like the United States. Analysis revealed the significance of one youth’s resistance to raciolinguistic ideologies, reliance on her Haitian faith literacies, and deployment of multiliteracy practices in (re)constructing her identity. We call for increased research that illuminates the complexity of the language and literacy processes involved in Black immigrant youth’s negotiations with identity in new homelands, and offer textual analysis as an underutilized but promising inquiry method for generating such knowledge. The article also offers pedagogical implications.
本文对一部自传体小说《美国街》进行了文本分析,以分析一位海地黑人移民青年在美国的身份形成过程。与拉丁裔和亚裔移民相比,黑人移民青年在识字研究中仍然是一个研究不足的群体。这项分析的目的是深入了解黑人移民青年在美国等国家(重建)身份认同中的语言和文学作用。分析揭示了一位年轻人对种族主义意识形态的抵抗、对海地信仰文学的依赖以及在(重建)身份时运用多元文学实践的重要性。我们呼吁加强研究,阐明黑人移民青年在新家园与身份谈判中所涉及的语言和识字过程的复杂性,并将文本分析作为一种未被充分利用但很有前途的探究方法来产生这些知识。这篇文章还提供了教学启示。
{"title":"From Haiti to Detroit Through Black Immigrant Languages and Literacies","authors":"Lakeya Omogun, A. Skerrett","doi":"10.1177/1086296X211031279","DOIUrl":"https://doi.org/10.1177/1086296X211031279","url":null,"abstract":"This article undertakes a textual analysis of an autobiographically informed novel, American Street, to analyze the process of identity formation of a Black Haitian immigrant youth in the United States. Black immigrant youth remain an understudied demographic in literacy research compared with their Latinx and Asian immigrant counterparts. The goal of this analysis is to provide insights into the role of languages and literacies for Black immigrant youth in (re)constructing their identities in nations like the United States. Analysis revealed the significance of one youth’s resistance to raciolinguistic ideologies, reliance on her Haitian faith literacies, and deployment of multiliteracy practices in (re)constructing her identity. We call for increased research that illuminates the complexity of the language and literacy processes involved in Black immigrant youth’s negotiations with identity in new homelands, and offer textual analysis as an underutilized but promising inquiry method for generating such knowledge. The article also offers pedagogical implications.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42647491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Global Literacies Research Diversity: A Manifesto for Change 全球文学研究多样性:变革宣言
IF 2.6 2区 教育学 Q1 Arts and Humanities Pub Date : 2021-09-01 DOI: 10.1177/1086296X211031262
R. Tierney, G. Smith, Wei Kan
The essay explores the issue of globalization of literacy education research and offers a manifesto to ignite a commitment for a global eclectic for literacy education research. The manifesto’s tenets are drawn from an interrogation of the current dominance of a Western-centric orientation, and from the interviews with postcolonial critics, indigenous sages, global and southern scholars.
本文探讨了扫盲教育研究的全球化问题,并提出了一份宣言,以点燃全球扫盲教育研究折衷方案的承诺。该宣言的原则来源于对西方中心主义当前主导地位的质疑,以及对后殖民评论家、土著先贤、全球和南方学者的采访。
{"title":"Global Literacies Research Diversity: A Manifesto for Change","authors":"R. Tierney, G. Smith, Wei Kan","doi":"10.1177/1086296X211031262","DOIUrl":"https://doi.org/10.1177/1086296X211031262","url":null,"abstract":"The essay explores the issue of globalization of literacy education research and offers a manifesto to ignite a commitment for a global eclectic for literacy education research. The manifesto’s tenets are drawn from an interrogation of the current dominance of a Western-centric orientation, and from the interviews with postcolonial critics, indigenous sages, global and southern scholars.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42476675","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Literacy and Identity Development of Indigenous Rukai Children 鲁凯土著儿童的识字和身份发展
IF 2.6 2区 教育学 Q1 Arts and Humanities Pub Date : 2021-09-01 DOI: 10.1177/1086296X211030470
Ching-Ting Hsin, Chi-Ying Yu
This study examines the development of literacy and identity for young Indigenous Taiwanese children using ethnographic methods and the theories of multiple literacies, Indigenous knowledge, and identity construction, and it provides insights into the incorporation of Indigenous knowledge and literacies to create hybrid literacy spaces. Focused-upon participants included four 6-year-old Rukai-tribe children—two who lived in a city and two who lived in a village—and their families and teachers. We found that all children learned literacies in culturally meaningful contexts that involved stories and hybrid literacy practices, Indigenous foods, religious activities, traditional life skills, Indigenous language, and multiple forms of text. The two city children developed Rukai knowledge and literacies through performance-based contexts, whereas the village children learned through authentic contexts (e.g., observing farming and hunting). The literacy and identity of the two city children may be undermined due to limited access to Rukai resources, stemming from racism, classism, and linguicism.
本研究运用民族志方法,结合多元文化、原住民知识与认同建构理论,探讨台湾原住民儿童的读写能力与认同发展,并探讨原住民知识与读写能力的融合,以创造混合读写空间。重点研究的参与者包括四名六岁的鲁凯族儿童——两名住在城市,两名住在村庄——以及他们的家人和老师。我们发现,所有儿童都是在有文化意义的环境中学习识字的,这些环境包括故事和混合识字实践、土著食物、宗教活动、传统生活技能、土著语言和多种形式的文本。这两个城市儿童通过基于表现的情境学习如开知识和读写能力,而农村儿童则通过真实情境(例如观察农业和狩猎)学习。由于种族主义、阶级歧视和语言歧视,这两个城市孩子的读写能力和身份认同可能会受到影响,因为他们无法获得如凯资源。
{"title":"Literacy and Identity Development of Indigenous Rukai Children","authors":"Ching-Ting Hsin, Chi-Ying Yu","doi":"10.1177/1086296X211030470","DOIUrl":"https://doi.org/10.1177/1086296X211030470","url":null,"abstract":"This study examines the development of literacy and identity for young Indigenous Taiwanese children using ethnographic methods and the theories of multiple literacies, Indigenous knowledge, and identity construction, and it provides insights into the incorporation of Indigenous knowledge and literacies to create hybrid literacy spaces. Focused-upon participants included four 6-year-old Rukai-tribe children—two who lived in a city and two who lived in a village—and their families and teachers. We found that all children learned literacies in culturally meaningful contexts that involved stories and hybrid literacy practices, Indigenous foods, religious activities, traditional life skills, Indigenous language, and multiple forms of text. The two city children developed Rukai knowledge and literacies through performance-based contexts, whereas the village children learned through authentic contexts (e.g., observing farming and hunting). The literacy and identity of the two city children may be undermined due to limited access to Rukai resources, stemming from racism, classism, and linguicism.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42499746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Global, International, and Transnational Perspectives on Literacy: A Special Issue 全球、国际和跨国的扫盲视角:特刊
IF 2.6 2区 教育学 Q1 Arts and Humanities Pub Date : 2021-09-01 DOI: 10.1177/1086296X211031771
E. Bauer, Catherine Compton-Lilly, Guofang Li, Aria Razfar
{"title":"Global, International, and Transnational Perspectives on Literacy: A Special Issue","authors":"E. Bauer, Catherine Compton-Lilly, Guofang Li, Aria Razfar","doi":"10.1177/1086296X211031771","DOIUrl":"https://doi.org/10.1177/1086296X211031771","url":null,"abstract":"","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43958774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
A Validation of the Chinese Motivation for Reading Questionnaire 汉语阅读动机调查问卷的验证
IF 2.6 2区 教育学 Q1 Arts and Humanities Pub Date : 2021-09-01 DOI: 10.1177/1086296X211030474
Xiaocheng Wang, Yuanying Jin
This study addressed the cross-cultural validation of the Chinese Motivation for Reading Questionnaire (CMRQ) in a sample of 522 seventh to ninth graders from two public schools in eastern China. Confirmatory factor analyses, item-total correlation analyses, and reliability analyses were conducted to assess the psychometric quality of the CMRQ. The results indicated that the three-factor model for the competence beliefs scale, the six-factor model for the goals for reading scale, and the two-factor model for the social motivation scale fit the data properly. All subscales showed good levels of internal consistency reliabilities, ranging from .71 to .86. The concurrent validity of the CMRQ was supported by significant correlations among subscales with reading attitudes. Students scored the highest on intrinsic motivation, followed by social motivation, competence beliefs, and then extrinsic motivation. The findings further confirmed the existence of several distinguishable dimensions of reading motivation. Finally, implications for literacy research and instruction were discussed.
本研究以中国东部两所公立学校522名七至九年级学生为样本,对汉语阅读动机问卷(CMRQ)进行跨文化验证。进行了验证性因素分析、项目总相关分析和可靠性分析,以评估CMRQ的心理测量质量。结果表明,能力信念量表的三因素模型、阅读目标量表的六因素模型和社会动机量表的两因素模型与数据吻合较好。所有分量表都显示出良好的内部一致性可靠性水平,范围从.71到.86。CMRQ的同时有效性得到了分量表与阅读态度之间显著相关性的支持。学生内在动机得分最高,其次是社会动机、能力信念,然后是外在动机。研究结果进一步证实了阅读动机存在几个不同的维度。最后,讨论了对识字研究和教学的启示。
{"title":"A Validation of the Chinese Motivation for Reading Questionnaire","authors":"Xiaocheng Wang, Yuanying Jin","doi":"10.1177/1086296X211030474","DOIUrl":"https://doi.org/10.1177/1086296X211030474","url":null,"abstract":"This study addressed the cross-cultural validation of the Chinese Motivation for Reading Questionnaire (CMRQ) in a sample of 522 seventh to ninth graders from two public schools in eastern China. Confirmatory factor analyses, item-total correlation analyses, and reliability analyses were conducted to assess the psychometric quality of the CMRQ. The results indicated that the three-factor model for the competence beliefs scale, the six-factor model for the goals for reading scale, and the two-factor model for the social motivation scale fit the data properly. All subscales showed good levels of internal consistency reliabilities, ranging from .71 to .86. The concurrent validity of the CMRQ was supported by significant correlations among subscales with reading attitudes. Students scored the highest on intrinsic motivation, followed by social motivation, competence beliefs, and then extrinsic motivation. The findings further confirmed the existence of several distinguishable dimensions of reading motivation. Finally, implications for literacy research and instruction were discussed.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43962587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
Differences in Reading Motivation Between American and Japanese Students 美国和日本学生阅读动机的差异
IF 2.6 2区 教育学 Q1 Arts and Humanities Pub Date : 2021-09-01 DOI: 10.1177/1086296X211030455
Hitomi Kambara, Yu-Cheng Lin
This cross-cultural study investigated country and gender differences among American (U.S.A.) and Japanese students’ reading motivation. Fourth-grade students (94 from the United States and 102 from Japan) were administered a reading motivation questionnaire. Study results indicated American students had higher reading motivation than Japanese students on most dimensions, including Self-Efficacy, Challenges, Curiosity, Importance, Involvement, Recognition, Grades, Competition, and Social. We found that culture may impact students’ reading motivation and discuss how individualistic and collectivistic cultures influence students’ reading motivation. Contrasting with the existing research, this study did not show any significant gender differences in reading motivation across the two countries. The null effect of gender needs to be re-examined in future studies.
本跨文化研究考察了美国和日本学生阅读动机的国家和性别差异。对四年级学生(94名美国学生和102名日本学生)进行阅读动机问卷调查。研究结果表明,美国学生的阅读动机在自我效能、挑战、好奇心、重要性、投入、认可、成绩、竞争和社交等多个维度上都高于日本学生。研究发现文化对学生阅读动机的影响,并探讨了个人主义文化和集体主义文化对学生阅读动机的影响。与已有研究相比,本研究未发现两国在阅读动机方面存在显著的性别差异。性别的零效应需要在未来的研究中重新检验。
{"title":"Differences in Reading Motivation Between American and Japanese Students","authors":"Hitomi Kambara, Yu-Cheng Lin","doi":"10.1177/1086296X211030455","DOIUrl":"https://doi.org/10.1177/1086296X211030455","url":null,"abstract":"This cross-cultural study investigated country and gender differences among American (U.S.A.) and Japanese students’ reading motivation. Fourth-grade students (94 from the United States and 102 from Japan) were administered a reading motivation questionnaire. Study results indicated American students had higher reading motivation than Japanese students on most dimensions, including Self-Efficacy, Challenges, Curiosity, Importance, Involvement, Recognition, Grades, Competition, and Social. We found that culture may impact students’ reading motivation and discuss how individualistic and collectivistic cultures influence students’ reading motivation. Contrasting with the existing research, this study did not show any significant gender differences in reading motivation across the two countries. The null effect of gender needs to be re-examined in future studies.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43920708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Picturebooks as Critical Literacy: Experiences and Perspectives of Translingual Children From Refugee Backgrounds 作为批判性识字的图画书:难民背景下的翻译儿童的经验和视角
IF 2.6 2区 教育学 Q1 Arts and Humanities Pub Date : 2021-09-01 DOI: 10.1177/1086296X211030469
Nermin Vehabovic
This multiple case study is part of a larger investigation of literacy practices in “Our Home,” an after-school program that provides learning support to children from refugee backgrounds. I asked, “What happens when translingual children from refugee backgrounds respond to multicultural, transnational, and translingual picturebooks?” Informed by critical literacy theories, I illuminate the experiences and perspectives of four children as they interacted with and engaged in dialogic reading of picturebooks; these critical literacy practices, along with observational data, are reported in profiles. Findings from this study reveal the ways in which children from refugee backgrounds found problematic aspects of assumptions in stories, reflected on different and contradictory perspectives, articulated the power relationships between characters, and offered alternative thoughts centered on social justice. This research expands the field’s knowledge of what doing critical literacy work with young translingual students in an after-school program looks, feels, and sounds like.
这项多案例研究是对“我们的家”识字实践的更大规模调查的一部分,这是一个为难民背景的儿童提供学习支持的课后项目。我问道:“当来自难民背景的跨语言儿童对多元文化、跨国和跨语言的图画书做出反应时,会发生什么?”在批判性识字理论的指导下,我阐述了四个孩子在与图画书互动并参与对话阅读时的经历和观点;这些关键的识字实践,以及观察数据,都在简介中进行了报道。这项研究的结果揭示了难民背景的儿童在故事中发现假设的问题方面,从不同和矛盾的角度进行反思,阐明人物之间的权力关系,并提供以社会正义为中心的替代思想。这项研究扩展了该领域对在课后项目中对年轻跨语言学生进行批判性识字工作的外观、感觉和声音的了解。
{"title":"Picturebooks as Critical Literacy: Experiences and Perspectives of Translingual Children From Refugee Backgrounds","authors":"Nermin Vehabovic","doi":"10.1177/1086296X211030469","DOIUrl":"https://doi.org/10.1177/1086296X211030469","url":null,"abstract":"This multiple case study is part of a larger investigation of literacy practices in “Our Home,” an after-school program that provides learning support to children from refugee backgrounds. I asked, “What happens when translingual children from refugee backgrounds respond to multicultural, transnational, and translingual picturebooks?” Informed by critical literacy theories, I illuminate the experiences and perspectives of four children as they interacted with and engaged in dialogic reading of picturebooks; these critical literacy practices, along with observational data, are reported in profiles. Findings from this study reveal the ways in which children from refugee backgrounds found problematic aspects of assumptions in stories, reflected on different and contradictory perspectives, articulated the power relationships between characters, and offered alternative thoughts centered on social justice. This research expands the field’s knowledge of what doing critical literacy work with young translingual students in an after-school program looks, feels, and sounds like.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41296350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Editorial Introduction: Considering the Preponderance of “Multi-” in Literacy Education 编辑导言:考虑“多元”在扫盲教育中的优势
IF 2.6 2区 教育学 Q1 Arts and Humanities Pub Date : 2021-06-01 DOI: 10.1177/1086296X211010282
E. Bauer, Guofang Li, Aria Razfar
{"title":"Editorial Introduction: Considering the Preponderance of “Multi-” in Literacy Education","authors":"E. Bauer, Guofang Li, Aria Razfar","doi":"10.1177/1086296X211010282","DOIUrl":"https://doi.org/10.1177/1086296X211010282","url":null,"abstract":"","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1086296X211010282","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48903444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
期刊
Journal of Literacy Research
全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1