A Multilingual Child's Literacy Practices and Contrasting Identities in the Figured Worlds of French Immersion Classrooms

Autor/inn/en	Dagenais, Diane; Day, Elaine; Toohey, Kelleen
Titel	A Multilingual Child's Literacy Practices and Contrasting Identities in the Figured Worlds of French Immersion Classrooms
Quelle	In: International Journal of Bilingual Education and Bilingualism, 9 (2006) 2, S.205-218 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
Schlagwörter	Multilingualism; Children; Literacy; French; Immersion Programs; Language Research; Sociocultural Patterns; Learning Theories; Second Language Learning; Identification; Classroom Research; Elementary Schools; Class Activities + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Child; Kind; Kinder; Alphabetisierung; Schreib- und Lesefähigkeit; Französisch; Immersionsprogramm; Sprachforschung; Soziokulturelle Theorie; Learning theory; Lerntheorie; Zweitsprachenerwerb; Identifikation; Identifizierung; Elementary school; Grundschule; Volksschule
Abstract	In this paper, we explore the intersection of practice, identity, resources and literacy central to the New Literacy Studies and recent second language research informed by sociocultural theories of learning and language. Drawing on the construct figured worlds of literacy that describe how representations of literacy practices invoked in relation to certain people frame their social position and the construction of their identities, we discuss literacy practices and teacher discourse documented in our classroom research. We present data excerpts that illustrate how a multilingual child is variously constructed as "literate child" in the figured worlds of elementary school French Immersion classrooms. In particular, we consider how her literacy practices are shaped and her identities mediated in different ways socially, materially and linguistically. We argue that the mediation of her identities in classroom literacy activities is tied to teacher expectations of her future educational progress. Finally, we suggest that partnerships between researchers, educational practitioners and policy makers aimed at documenting classroom literacy practices may highlight how interpretations of multilingual children's identities can serve to fix or change their social relations and educational paths. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10