Writing from and with Community Knowledge: First Grade Emergent Bilinguals’ Engagements with Technology-Integrated Curricula

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Author(s): María Paula Ghiso (Teachers College, Columbia University, USA), Patricia Martínez-Álvarez (Teachers College, Columbia University, USA)and Bessie P. Dernikos (Teachers College, Columbia University, USA)
Copyright: 2014
Pages: 17
Source title: Exploring Multimodal Composition and Digital Writing
Source Author(s)/Editor(s): Richard E. Ferdig (Research Center for Educational Technology - Kent State University, USA)and Kristine E. Pytash (Kent State University, USA)
DOI: 10.4018/978-1-4666-4345-1.ch011

Keywords: Digital Communications / Information Science Reference / Media & Communications / Multimedia Technology

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Abstract

This chapter draws from a primarily qualitative study with two first grade dual language classrooms over the course of a semester. The authors detail how multimodal writing engagements provide an avenue for Latino young children, whose language and knowledge is often devalued in schools, to reframe their community experiences at the center of academic inquiry. Through the medium of photography, children are able to enact agency to position the multiple contexts they navigate—marked by linguistic dynamism and diverse transnational experiences—as resources that could expand conceptions of school-based literacy practices.

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Writing from and with Community Knowledge: First Grade Emergent Bilinguals’ Engagements with Technology-Integrated Curricula

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