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ERIC Number: EJ1148333
Record Type: Journal
Publication Date: 2017
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0143-4632
EISSN: N/A
Towards Translingual and Transcultural Practice: Explorations in a White-Majority, Rural, Midwestern Elementary Classroom
Panos, Alexandra
Journal of Multilingual and Multicultural Development, v38 n5 p422-437 2017
New Literacy Studies and related scholarship on the use of digital tools in classrooms support the argument that literacy practices can be understood as translingual and transcultural practices within the context of an otherwise monocultural and monolingual setting. Pushing for broader conceptions of "mono" settings and arguing for homing in on the unit of study as a means by which to unpack literacy practices, this paper makes the case conceptually as well as by offering insights from a recent classroom ethnography in a white-majority, English-only, high-poverty, rural sixth-grade classroom in the Midwestern United States. The paper considers the challenges of rural poverty and the complexities of using digital tools by examining the role digital tools, "placed resources" [Prinsloo, M. 2005. "The New Literacies as Placed Resources." "Perspectives in Education" 4 (23): 87-98], play in marginalised settings. The data highlighted offer insights about how researchers and teachers might support and approach "mono" elementary classroom literacy practices as drawing from across spaces as students engage with digital tools and global partners in what should also be understood as transcultural practice with the potential for translingual practice.
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; Speeches/Meeting Papers
Education Level: Elementary Education; Grade 6; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A