Language is Identity: Telling and Reading the Right Kinds of Stories.
The field of reading instruction has long valued storytelling for literacy development, but what kinds of stories are bi/multilingual students exposed to at school? Through the cognitive phenomena of conceptual metonymy and metaphor, this article links language to identity and exposes practices that...
| Publicado en: | Reading Teacher Vol. 76; no. 3; pp. 297 - 309 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Wiley-Blackwell
Nov/Dec2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=160487783&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 160487783 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00340561 RET jtl: Reading Teacher issn: 00340561 maglogo: Y pubinfo: dt: Nov/Dec2022 vid: 76 iid: 3 pid: 480 pub: Wiley-Blackwell artinfo: ui: 160487783 10.1002/trtr.2135 ppf: 297 ppct: 12 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P size: 2MB tig: atl: Language is Identity: Telling and Reading the Right Kinds of Stories. aug: au: Przymus, Steve Daniel Heiman, Daniel Hibbs, Brian su: Linguistic identity Individualized reading instruction Storytelling Literacy research Multilingual education sug: subj: Linguistic identity Individualized reading instruction Storytelling Literacy research Multilingual education keyword: 1‐Early childhood 2‐Childhood 3‐Early adolescence 4‐Adolescence Family literacy Language learners Oral language Theoretical perspectives ab: The field of reading instruction has long valued storytelling for literacy development, but what kinds of stories are bi/multilingual students exposed to at school? Through the cognitive phenomena of conceptual metonymy and metaphor, this article links language to identity and exposes practices that act to fracture the identities of bi/multilingual students, redefined here as active bilingual learners/users of English (ABLE). Three teacher practices are detailed for creating a school world that reflects the identities of ABLE students: (1) using content‐based story retells, (2) critically questioning the display of languages on school walls and in dual‐language books, and (3) co‐constructing stories with ABLE students and their family/community members. Examples of these practices are provided, concluding with Language is Identity Awareness (LiIA) activities and how to activate critical consciousness through translanguaging pedagogy. Opening up space for critical translanguaging pedagogy is needed to start telling, writing, and reading the right kinds of stories. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Reading Teacher holder: Wiley-Blackwell dt: @attributes: year: 2022 holdings: @attributes: islocal: N |
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