Overview

Full Product Details

Author:   Sally Brown ,  Ling Hao
Publisher:   Multilingual Matters
Imprint:   Multilingual Matters
Dimensions:   Width: 15.60cm , Height: 2.20cm , Length: 23.40cm
Weight:   0.650kg
ISBN:  

9781800412354

ISBN 10:   1800412355
Pages:   344
Publication Date:   29 April 2022
Audience:   College/higher education ,  Professional and scholarly ,  Postgraduate, Research & Scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

"Contributors Foreword Ling Hao and Sally Brown: Introduction                                                                                      Chapter 1. Qi Si, Tracey Hodges and Julianne Coleman: A Synthesis of How Multimodal Literacies Impact Emergent Bilingual Students’ Literacy and Cultural Identities Part 1: Preschool Chapter 2. Karen Wohlwend, Pengtong Qu, Jill Allison Scott and Carmen Liliana Medina: Multimodal Literacies at the Train Table: Supporting Young Emergent Bilinguals through Play Chapter 3. Buyi Wang and Chunhua Dai: 'Can I ""Mai"" that ""Bao""?': An Emergent Bilingual’s Multimodal Meaning-Making Practice Chapter 4. Colleen E. Whittingham and Emily Brown Hoffman: Multimodal Narrative Composition in Urban Preschool[ed] Places: What Counts as Narrative and Whose Narrative Counts? Chapter 5. Ysaaca Axelrod, Lorraine Falchi and Marjorie Siegel: Learning from Emergent Bilinguals: Mobilizing Translanguaging and Multimodality to Reimagine School Literacy Curricular Spaces Chapter 6. Xiaodi Zhou, Zhuo Li and Shih-Fen Yeh: Teaching English and Solar Terms through a Multimodal Approach to Young Chinese Children Chapter 7. Cláudia Hilsdorf Rocha, Fernanda Coelho Liberali and Antonieta Heyden Megale: For a Politically Engaged and Socioculturally Just Language Education through Critical Multimodal Literacy in Brazilian Contexts Part 2: Kindergarten Chapter 8. Laura Schall-Leckrone: La Tortuga Está Tiptoeing: Multimodal Storytelling in a Bilingual Kindergarten Chapter 9. Laura Ascenzi-Moreno, Cecilia M. Espinosa and Alison Lehner-Quam: Move, Play, Language: A Translanguaged Multimodal Approach to Literacies with Young Emergent Bilinguals Chapter 10. Ruth Flores Bañuelos and Leslie C. Banes: 'Being Bilingual is Cool': Co-Constructing Bilingual Identities with Dual Language Kindergarteners Part 3: Primary Grades Chapter 11. Adriana Alvarez: Multimodality as a Pathway to Bilingual Learners’ Funds of Knowledge Chapter 12. Heidi R. Bacon and Moneerah Al Jabr: Creative Creations: Self-Authoring Multimodal Stories Chapter 13. Ted Kesler: Teaching a Picturebook Author Study to Support Narrative Composing Processes of Emergent Bilinguals Chapter 14. Sara Hawley: A STEERS Model of Literacy to Tackle the Challenges of the Digital for Young Bilingual Learners Chapter 15. Aijuan Cun and Mary B. McVee: Listening to the Stories of Refugee Children from Burma: A Positioning and Multimodal study Chapter 16. Vivian E. Presiado and Brittany L. Frieson: Black Girls' Multimodal Manifestations: Exploring the Multimodal Flexibility of Black Language in a Dual Language Bilingual Education Chapter 17. Ana Taboada Barber, Susan Lutz-Klauda, Mayra Cruz and Jerae Kelly: Theory of Mind: A Missing Piece in Understanding Emergent Bilinguals' Comprehension of Multimodal Narrative Texts  Chapter 18. Marisa Ferraro and Kristin Bengtson Mendoza: Cultivating Language and Identity Through Multimodal Literacies: Back to the StoryBoard Chapter 19. Sally Brown and Ling Hao: Legos: A Multimodal Approach to Storytelling for a Young African Emergent Bilingual   Part 4: Out-of-School Contexts Chapter 20. Junyi Yang and Joshua Lawrence: Multimodal Literacies at Home: A Survey Study of Chinese-Norwegian Bilingual Children Chapter 21. Kyungjin Hwang: How Young Emergent Bilinguals Rely on Multiple Modes to Make Meaning in Digital Multimodal Texts  Chapter 22. Min-Seok Choi: Emergent Bilingual Families’ Involvement Strategies for Scientific Sense-Making in a Science Museum: A Multimodal Interaction Analysis Chapter 23. Sally Brown and Ling Hao: New Directions  Index"

Reviews

With theoretical prowess and a close eye on practice, this collection of carefully edited research honors the vibrancy of linguistic, semiotic, and material dexterity at work among bilingual children. Offering a global perspective, it reinvigorates our desire to learn from what truly becomes and what is possible in bilingual learning spaces. * Angie Zapata, University of Missouri, USA * This book provides a sensitive and ground breaking account of bilingual children's multimodal literacy practices bringing together the very best and most exciting work in the field. It traces a journey that immerses the reader in a vibrant and dynamic understanding of the arc of bilingual children's multimodal and multilingual productions across school and beyond. This is pedagogical work at its best - research informed, playful, inventive and powerfully concerned with social justice in literacy and language education. * Kate Pahl, Manchester Metropolitan University, UK *

With theoretical prowess and a close eye on practice, this collection of carefully edited research honors the vibrancy of linguistic, semiotic, and material dexterity at work among bilingual children. Offering a global perspective, it reinvigorates our desire to learn from what truly becomes and what is possible in bilingual learning spaces. * Angie Zapata, University of Missouri, USA * This book provides a sensitive and ground breaking account of bilingual children’s multimodal literacy practices bringing together the very best and most exciting work in the field. It traces a journey that immerses the reader in a vibrant and dynamic understanding of the arc of bilingual children’s multimodal and multilingual productions across school and beyond. This is pedagogical work at its best – research informed, playful, inventive and powerfully concerned with social justice in literacy and language education. * Kate Pahl, Manchester Metropolitan University, UK * This volume is a kaleidoscope of multimodal multilingual literacies from various contexts and nations. These original studies with culturally and linguistically diverse student populations help us watch our children read beyond the print text and learn from our children. It is an inspiring read for researchers, teachers, and parents. * Yang Wang, University of South Carolina, USA *

Author Information

Sally Brown is Professor of Literacy Education at Georgia Southern University, USA. Her research focuses on supporting the literacy development of emergent bilinguals using technology and culturally sustaining pedagogies in early childhood classrooms, with an emphasis on multimodal practices. Ling Hao is a PhD candidate at the University of South Carolina, USA. Her research focuses on exploring emergent bilingual children’s multimodal meaning-making process and promoting the literacy development of students with diverse cultural and linguistic backgrounds.

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