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Book Expansion for Language and Linguistic Justice
ABSTRACT
Book expansion brings voices to the page, celebrating linguistic diversity and building a more inclusive community.
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Broadening English‐Centric Early Literacy Pedagogies: Building on Young Spanish‐English Bilingual Children's Language and Home Literacy Practices
Abstract
In recent years, there has been a special interest in promoting literacy learning in early childhood education programs. It is presumed that teaching literacy early can ensure better literacy outcomes in later years. Currently, in a renewed effort to improve children's literacy learning through science of reading supported practices, most states across the United States have passed legislation for the teaching of reading in grades K-3. These laws have repercussions for early childhood education (ECE) programs serving bilingual children. Educators and advocates for bilingual children have voiced concerns about a blanket approach to early literacy reflective of a monolingual, English-centric perspective, which might exacerbate the longstanding educational inequities experienced by bilingual children. Viewing language and literacy learning both as a right and as a resource, we propose an expansive perspective of early literacy that integrates a holistic bilingual and a sociocultural perspective. A broader perspective on early literacy calls for an understanding of the linguistic characteristics of each language as well as the sociocultural literacy practices associated with the uses of both languages. Drawing from early literacy studies conducted in Spanish-dominant countries and in the United States, we foreground two interrelated components of early literacy learning—code-focused skills and home literacy practices—with an emphasis on commonalities and differences across Spanish and English and how these early literacy aspects relate across languages. We also discuss asset-based practices for supporting literacy learning in early childhood settings serving young bilingual children. This information can help to enhance teachers' agency for building pro-Latine literacy curricula and pedagogies that can lead to emancipatory, meaningful, and more equitable education for bilingual children.
“I Am the Universe”: Toward a Reader Model That Centers Culture
ABSTRACT
Culture and language shape the way people read. Yet, within many popular reading models of reading development, culture is a component, if featured at all. Illustrated through examples of pro-Black, culturally sustaining, emancipatory practices of one teacher, this article highlights the Cultural Sustenance View of Reading, a reader model that can be used by reading teachers to center and sustain culture in children's reading development and their literacy futures.
Covert Sourcing Strategies as Activism Against Fake News
ABSTRACT
In the 21st century, fake news has detrimental consequences on global communities, relationships, and democracies. Unfortunately, youth unknowingly engage with misinformed content on their social media platforms. Teenagers often turn to social media for information, and it is essential that teachers address reading strategies such as sourcing to support informed reading. However, although teachers understand the benefits of sourcing, otherwise known as investigating online claims, research shows that educators do not feel confident in teaching such skills. With personal stories embedded throughout, this research-to-practice article provides practical strategies for teachers to gently incorporate sourcing into their classrooms.
Redesigning Author Study: Fanfiction and Early Elementary Literacy
Abstract
Fans often express their love of authors or books by creating and sharing fanfiction, a genre wherein fans write new narratives that add to beloved works or take place in existing story worlds. In this article, we describe a kindergarten teacher's efforts to enhance students' foundational literacy skills by combining author studies with composing fanfiction. Pairing these practices throughout the school year can encourage kindergarteners to recognize textual patterns, playfully adapt these patterns, and compose their own stories and art. By playing with literacy, kindergarten fanfiction writers can begin to see themselves not just as readers, but authors.
Using Storytelling to Teach Tłichǫ Language and Culture to Young Children in the Canadian Northwest Territories
Abstract
Reanna, Janet, and Jaimyka are early childhood educators who are recent graduates of the Early Learning and Child Care (ELCC) Diploma program in Aurora College in the Northwest Territories of Canada. They used storytelling and related follow-up activities to teach their Indigenous language, Tłichǫ, in their early childhood field placements in daycares and a kindergarten classroom. They describe their storytelling experiences and then they, their instructor, Erica, and a university researcher who supports collaborative action research with northern educators, Shelley, reflect on what we have all learned from this experience. We begin by introducing Reanna, Janet and Jaimyka.
