Language and Literacy (Journal)
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Reimagining Multiliteracies for Science and Mathematics Teacher Candidates during the Pandemic
No full textThe researchers used a duo-ethnographic approach to examine mathematics and science teacher-candidates (TCs) experiences with a Multiliteracies Across the Curriculum course during the pandemic and how the shift to online delivery impacted their attitudes. Through one researcher’s course reflections and students’ anonymous course survey comments in 2020, the research revealed that some TCs lack of exposure to literacy-based teaching impacted their literacy identities and initial resistance to the course. However, the shift to online learning, increased course relevance, exposure to diverse online methodologies and multiliterate tools seemed to have positively impacted mathematics and science TCs attitudes toward Multiliteracies Across the Curriculum compared to previous years
Thinker, Learner, and Practitioner: Using an Insider’s Lens to Explore Critical, Cultural, and Global Consciousness Through Multicultural Literature
No full textLiteracy research highlights a need to explore the way literacy is used in the classroom and how current practices engage students with aspects of humanity and social justice. This doctoral research took place as a classroom inquiry that examined the potential for multicultural literature to expand adolescent learners’ worldviews and shape their perceptions as global citizens. From a constant stance of reflexivity, this teacher researcher recalls a dynamic eighth-grade language arts classroom as they engaged with multicultural books and real-life events, before and during a pandemic. This paper focuses on select themes and subthemes emerging from pedagogical practices used in the classroom throughout the study. Notions of time, space, place, and identity detail an intentional and purposeful pedagogy as learners interacted with literacy within and beyond their classroom community
“Staring Down a Charging Bull”: Reconceptualizing Content and Disciplinary Literacy through Transmediation
No full textThis paper illustrates the findings from year three of a five-year research project where participants were asked to multimodally re-conceptualize their understandings about content and disciplinary literacy practices from a mandatory Bachelor of Education literacy course. Data collection includes transcribed interviews, professor feedback, in-class conversations with peers, multimodal artefacts, and participant notes taken during a gallery walk. Findings show that life experiences, transmediation processes, peer group sharing, and facility with modes and media contributed to deep understanding about multiliteracies practices, course content, and assessment techniques. Findings reveal that learning opportunities transcend disciplines, space, and time while enriching identity formation
When Learners Read in Two Languages: Understanding Chinese-English Bilingual Readers Through Miscue Analysis
No full textThe number of Chinese-speaking students in Canadian schools is increasing dramatically. This article discusses a study in which we explored reading processes in Chinese and English through examining children’s reading in both languages. Based in a socio-psycholinguistic framework (K. Goodman, Wang, Iventosch, & Y. Goodman,2012; Kabuto, 2017) and through using miscue analysis, we examined how children apply their knowledge of language to Mandarin and English reading. This qualitative research included interviews with four Chinese-English bilingual children between grades 3 and 5 in an urban center as well as the analysis of their reading performance in both languages. From a comparative perspective, we discuss some of the similarities and differences between these two different orthographic language systems by offering syntactic comparisons of the two languages through psycholinguistic language cueing systems. We believe that knowing about how Chinese and English readers construct meaning in both languages will help English as an Additional Language (EAL) teachers, in fact all classroom teachers, to teach reading to bilingual and biliterate children
Print Literacy Humiliation: Translanguaging and emotions with newcomer children
No full textEmotions not only take us deeper in but also reveal larger political and historical structures that dominate how the Grades 4 to 6 newcomers with emerging print literacy in this study shape their literacy practices. Following a humanizing approach, I conducted three qualitative, critical case studies in Ontario urban schools. Data collection tools included in this article include plurilingual texts, focus group interviews and field notes. Through a thematic deductive analysis, themes emerged such as desire and written English, and print literacy humiliation. Moving away from historically oppressive, English-only structures in the classrooms, created more excitement and pride around writing and language
Faire la lecture aux élèves: point de vue des enseignantes sur la planification de cette activité d\u27enseignement
No full textDans les classes du préscolaire et du primaire, les enseignants sont vivement encouragés à faire quotidiennement la lecture aux élèves. De nombreuses recherches ont mis en évidence les multiples avantages pouvant en résulter. Ces recherches soulignent également qu’une planification méticuleuse de cette activité est nécessaire pour arriver aux résultats escomptés. Or, la présente étude mène au constat que des composantes essentielles à une planification adéquate de cette activité d’enseignement sont négligées par des enseignants, ce qui risque de réduire le potentiel d’apprentissage que cette activité de lecture pourrait offrir à leurs élèves.Dans les classes du préscolaire et du primaire, les enseignants sont vivement encouragés à faire quotidiennement la lecture aux élèves. De nombreuses recherches ont mis en évidence les multiples avantages pouvant en résulter. Or, une planification méticuleuse de cette activité est nécessaire pour mener aux résultats escomptés. La présente étude mène au constat que les enseignantes négligent diverses composantes essentielles lors de la planification de leurs séances de lecture, ce qui risque de réduire le potentiel d’apprentissage que cette activité de lecture peut offrir à leurs élèves.
 
How do Elementary Students Perceive the Utility of Dual-Language Children’s Books? An Exploratory Study in French Immersion
No full textDual-language children’s books—books in which two languages cohabit—are currently gaining traction in the field of language education. Though some studies have zeroed in on the benefits of using them in classrooms, less is known about how learners perceive this tool’s utility for reading and language development. In this paper, we thus aim to explore how elementary students in French immersion perceive the utility of two types of dual-language books: translated, where all passages in French also appear in English, and integrated, where the story is told using an embedded discourse composed of both English and French.Les livres bilingues, des livres dans lesquels deux langues cohabitent, gagnent en popularité en didactique des langues. Quoique certaines études se soient penchées sur les bénéfices de leur utilisation en classe, la recherche n’a que peu décrit la perception de l’utilité qu’ils revêtent pour les élèves eu égard à leur apprentissage de la lecture et, plus généralement, des langues. Dans cet article, nous explorons donc la perception de l’utilité de ces livres pour des élèves de l’élémentaire en immersion française, et ce, en mettant l’accent sur deux types de livres bilingues : le livre traduit, dans lequel les passages en français apparaissent aussi en anglais, et le livre intégré, dans lequel l’histoire est racontée à l’aide d’un discours composé organiquement des deux langues
Reimagining Numeracies: Empowered, Game-Informed Meaning Making in and beyond the Pandemic Era
No full textThis article focuses on how a game-informed culture in public school math classes sustained interaction, cooperation, and empowered meaning making when COVID-19 mandates closed school buildings and education went fully online. More specifically, the game-informed learning environment supported the students’ development and discussion of their multimodal numeracies, and the highlighted activity reveals how the generation of math memes can foster students’ engagement in creative and empowered practices. Underscored throughout this article is the importance to embrace the expansiveness of numeracies in order to recognize, value, and support students’ meaning making
(Be)Coming Together: Making Kin through Stories of Language and Literacy: Using Métissage as a Research Praxis
No full textInspired by our attendance at the 16th Annual Language and Literacy Researchers of Canada (LLRC) Pre-Conference and their call to undertake ways in which race, decolonization, and unsettling research can shift the lens of traditional language and literacy approaches, we have come together to experiment with métissage (Hasebe-Ludt et. al, 2009) as a writing and research praxis. Using this “writing as inquiry” (Richardson & St. Pierre, 2005) methodological and theoretical approach, we embark upon our métissage of making kin. With research interests in the fields of Indigenous Language Revitalization (Benson), Ecojustice Education (Lemon), and Decolonial/Equitable Teacher Education and Schooling (Thomas), we weave together our micro-stories, provoked by the temporal questions: Where do we come from? Where are we right now? Where do we hope things will go