Abstract
This paper critically explores literacy and learning opportunities afforded a culturally and linguistically diverse (CLD) kindergarten student during the silent period of her English language learning and acquisition journey. The study focusses on data from a year-long ethnography which demonstrated the simultaneous ways in which prescribed “literacy” programs constrained learning and identity formation while play-based, multimodal pedagogy developed student agency and autonomy. The study explores what forms of literacy were privileged and celebrated versus learning events that, despite their richness and high level of engagement, were marginalized and ignored. Current problematic limited and limiting views of literacy and the macro factors that inform these views within the present educational landscape will be discussed in ways that contextualize what occurs within the classroom and the impact this has on a learner’s identity and growth/engagement. Multiliteracies theory and pedagogy as well as Critical Multiculturalism are drawn on to develop the theorizing of micro classroom moments, and the ways in which these moments can be linked to dominant discourses. Methodologically, Critical Narrative Research (CNR) heavily informs this inquiry. As such, multiple forms of data and pedagogical documentation are utilized and coalesced to form and present a story that is critically analyzed in ways that highlight various factors that shape what is narrated. This study ultimately seeks to explicate the significance of prescribed literacy programs vs. play based multimodal pedagogies and highlight how multiliteracies informed instruction can alter the problematic positioning of CLD learners and further develop their identities and literacies.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Learner Diversity and Identities
KEYWORDS
Culturally and Linguistically Diverse Learners, Multiliteracies, Critical Narrative Research, Kindergarten
