From "Aquí" and "Allá": Symbolic Convergence in the Multimodal Literacy Practices of Adolescent Immigrant Students

Autor/in	Honeyford, Michelle A.
Titel	From "Aquí" and "Allá": Symbolic Convergence in the Multimodal Literacy Practices of Adolescent Immigrant Students
Quelle	In: Journal of Literacy Research, 46 (2014) 2, S.194-233 (40 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-296X
DOI	10.1177/1086296X14534180
Schlagwörter	Adolescents; Immigrants; Grade 7; Grade 8; English Language Learners; Photography; Visual Aids; Essays; Discourse Analysis; Literacy; Middle School Students; Ethnography; Case Studies + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Immigrant; Immigrantin; Immigranten; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Fotografie; Anschauungsmaterial; Essay; Aufsatzunterricht; Diskursanalyse; Alphabetisierung; Schreib- und Lesefähigkeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Ethnografie; Case study; Fallstudie; Case Study
Abstract	Drawing upon notions of symbolic representation and transcultural repositioning, this study uses visual and critical discourse analyses to examine a multimodal photo essay created by seventh- and eighth-grade immigrant youth in an English as a New Language (ENL) class. Collectively titled "I am from 'aquí' and 'allá'" by the students, the photo essay was installed as a public exhibit for an Open House culminating a year-long literacy inquiry the students called "the culture project." Through analyses of students' images and captions, I point to examples of symbolic convergence: the practice of bringing together the multiple sites/sights of students' diasporic identities; offering others alternative sites/sights from which to understand them; and creating new sites/sights from which to position themselves to learn, participate, and contribute to change. The article discusses how this particular multimodal artifact suggests the need for further dialogue about the value of local, learner-centered literacy pedagogies and practice in a time of increasing commercialization and standardization of curriculum, instruction, and assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10