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ERIC Number: EJ1128575
Record Type: Journal
Publication Date: 2016
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2005-615X
EISSN: N/A
"Writing" Children's Literate Identities: The Meaning of Language in Multilingual, Multicultural Contexts
Yoon, Haeny S.
Multicultural Education Review, v8 n2 p65-82 2016
Writing is used for various purposes: to accomplish political agendas, build relationships, assert identities, positioning texts as meaningful beyond printed letters on a page. Therefore, teaching children to write is a cultural practice, an invitation to enter into a larger community where identities are created, practiced, and re-imagined using texts. In following this, it is important to study the teaching of writing in schools, as arguably, many children learn to write in narrow ways in classrooms. In this paper, I examine how written language is presented to and understood by children in classrooms--a space where the potential of written texts is often diminished and narrowed. Drawing from a semester-long case study in two kindergarten classrooms, I explore how writing is taken up and embodied by young children. I argue for a reconceptualization of how language arts are taught to young children, especially in an increasingly standardized system.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Grant or Contract Numbers: N/A