“我的书的想法在我的脑海里旋转”:艺术丰富的图书制作经验,创造和维持多语言儿童的意义,制作流程和作者的声音

IF 3 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Tesol Quarterly Pub Date : 2023-11-15 DOI:10.1002/tesq.3279
Julie Choi, Rafaela Cleeve Gerkens, Mary Tomsic
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引用次数: 0

摘要

TESOL教育的重要理论发展挑战了单语思维模式,而是通过跨语言实践,重视和利用学生复杂的语言储备以及他们的知识和身份,以促进读写能力的发展。本文以社区组织“Kids’Own Publishing”推动的艺术丰富的图书制作经验为例,运用组合思维来研究儿童的符号学、知识和身份资源如何相互作用,以支持他们创造和维持意义制造流程,并表达独特的作者声音。采用以组合思维为指导的批判性内容分析,我们强调了五名学生出版的八页书中所展示的读写技能,并展示了如何通过“组合”镜头最好地理解儿童意义制造资源的相互作用,这一过程尚未得到充分研究。通过这个镜头,我们研究了丰富的艺术经验在提供充满活力的活动、文物和鼓舞人心的物理空间方面的促进作用,这些空间塑造了孩子们如何将创造意义的资源作为流动聚集在一起。我们考虑对识字学习的影响,包括需要为所有儿童的意义创造资源创造条件,以一种重视所有学生(无论他们认为是单语还是多语)为他们的学习带来的方法,在文本创作中利用这些资源。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
“My Book Ideas were Spinning in my Head”: Arts-Rich Bookmaking Experiences to Create and Sustain Multilingual Children's Meaning Making Flows and Authorial Voices
Important theoretical developments in TESOL education challenge the monolingual mindset, instead valuing and leveraging students' complex linguistic repertoires alongside their funds of knowledge and identity through translanguaging practices to foster literacy development. Through a case study of an arts-rich book making experience facilitated by community organization, Kids' Own Publishing, this article uses assemblage thinking to examine how children's semiotic, knowledge, and identity resources interact to support them to create and sustain meaning making flow and to express distinctive authorial voices. Employing a critical content analysis guided by assemblage thinking, we highlight the literacy skills demonstrated in five students' published eight-page books and show how the interaction of children's meaning-making resources is best understood through an “assemblage” lens, a process which is under-researched. Through this lens, we examine the facilitative role of the arts-rich experience in furnishing vibrant activities, artifacts, and an inspiring physical space that shaped how the children's meaning-making resources came together as flows. We consider implications for literacy learning, including the need to create conditions for all children's meaning making resources to be drawn upon in text creation in an approach that values what all students, whether they identify as monolingual or multilingual, bring to their learning.
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来源期刊
Tesol Quarterly
Tesol Quarterly Multiple-
CiteScore
6.40
自引率
6.20%
发文量
84
期刊介绍: TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of significance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -first and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.
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