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ERIC Number: EJ820121
Record Type: Journal
Publication Date: 2008
Pages: 26
Abstractor: As Provided
ISSN: ISSN-1468-7984
Affirming Plural Belonging: Building on Students' Family-Based Cultural and Linguistic Capital through Multiliteracies Pedagogy
Taylor, Lisa K.; Bernhard, Judith K.; Garg, Suchi; Cummins, Jim
Journal of Early Childhood Literacy, v8 n3 p269-294 2008
This article reports on a qualitative case study involving pedagogical innovations grounded in culturally and linguistically inclusive approaches to curriculum. In this project, kindergarten children were supported in collaboratively authoring Dual Language Identity Texts. Our findings suggest that as family and teacher conceptions of literacy were extended beyond traditional monolingual print-based literacy, home literacies associated with complex transnational and transgenerational communities of practice were legitimated through their inclusion within the school curriculum. This process invited family members to take up roles as expert partners in children's biliteracy development. Further, conditions were fostered for parents to consider and articulate their beliefs and values vis-a-vis their children's multiliterate practice and participation within these multiple, transnational communities. (Contains 1 figure and 13 notes.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada