Offering a wealth of art-based practices, this volume invites readers to reimagine the joyful pos... more Offering a wealth of art-based practices, this volume invites readers to reimagine the joyful possibility and power of language and culture in language and literacy learning. Understanding art as a tool that can be used for decolonizing minds, the contributors explore new methods and strategies for supporting the language and literacy learning skills of multilingual students. Contributors are artists, educators, and researchers who bring together cutting-edge theory and practice to present a broad range of traditional and innovative art forms and media that spotlight the roles of artful resistance and multilingual activism. Featuring questions for reflection and curricular applications, chapters address theoretical issues and pedagogical strategies related to arts and language learning, including narrative inquiry, journaling, social media, oral storytelling, and advocacy projects. The innovative methods and strategies in this book demonstrate how arts-based, decolonizing practices are essential in fostering inclusive educational environments and supporting multilingual students’ cultural and linguistic repertoires. Transformative and engaging, this text is a key resource for educators, scholars, and researchers in literacy and language education.
Practice focuses on how artistic practices are used to increase literacy and language abilities w... more Practice focuses on how artistic practices are used to increase literacy and language abilities with multilingual learners. It includes voices from the field that explore how the arts intersect with sociocultural ways of knowing and advocacy, while promoting multilingual practices in schools, community settings, and higher education. Throughout this special issue, we refer to English language learners (ELLs) as "emergent bilingual learners" (EBs) to honor the assets that multilingual students bring to our schools and communities (García, 2009). Since those who speak English as their first language began as, and still are, English language learners, this work benefits all students. Being able to speak, read and write in more than one language is significantly advantageous in our increasingly global society.
This concluding article builds on the ideas developed throughout this special issue by providing ... more This concluding article builds on the ideas developed throughout this special issue by providing a wide range of resources to enrich arts-based work within the field of literacy development with families and communities of emergent bilinguals. We include a bank of resources that may serve as the beginning of an archive. Coming from three different fields, with varying professional experiences, the sources we find helpful intersect and diverge. To honor this range of possibilities, we have taken an expansive approach that includes poets, visual and performing artists, arts and cultural organizations, literary associations, language learning standards and anti-bias and critical pedagogy sources. While expansive in content, this list is limited, based on sources that have inspired and shaped our work. We invite you to explore it, edit it, add to it, develop your own and share it.
Practice focuses on how artistic practices are used to increase literacy and language abilities w... more Practice focuses on how artistic practices are used to increase literacy and language abilities with multilingual learners. It includes voices from the field that explore how the arts intersect with sociocultural ways of knowing and advocacy, while promoting multilingual practices in schools, community settings, and higher education. Throughout this special issue, we refer to English language learners (ELLs) as "emergent bilingual learners" (EBs) to honor the assets that multilingual students bring to our schools and communities (García, 2009). Since those who speak English as their first language began as, and still are, English language learners, this work benefits all students. Being able to speak, read and write in more than one language is significantly advantageous in our increasingly global society.
This concluding article builds on the ideas developed throughout this special issue by providing ... more This concluding article builds on the ideas developed throughout this special issue by providing a wide range of resources to enrich arts-based work within the field of literacy development with families and communities of emergent bilinguals. We include a bank of resources that may serve as the beginning of an archive. Coming from three different fields, with varying professional experiences, the sources we find helpful intersect and diverge. To honor this range of possibilities, we have taken an expansive approach that includes poets, visual and performing artists, arts and cultural organizations, literary associations, language learning standards and anti-bias and critical pedagogy sources. While expansive in content, this list is limited, based on sources that have inspired and shaped our work. We invite you to explore it, edit it, add to it, develop your own and share it.
In this introductory chapter, we share our positionalities in the hope of providing readers with ... more In this introductory chapter, we share our positionalities in the hope of providing readers with the knowledge as to why this special issue is so close our hearts. We then share current demographic information regarding emergent bilingual learners to further explain the importance of this work today. After contextualizing these realities, we touch upon theories that drive this work, specifically relating to the arts, literacies, and language acquisition, and demonstrate how we have put these theories into practice by providing rich examples of using the arts as voice with emergent bilingual students, families, and communities. Finally, we conclude with an invitation to read onwards, to review the final chapter that includes multiple resources for those working with EB learners, and to develop and share your own bank of resources.
In this introductory chapter, we share our positionalities in the hope of providing readers with ... more In this introductory chapter, we share our positionalities in the hope of providing readers with the knowledge as to why this special issue is so close our hearts. We then share current demographic information regarding emergent bilingual learners to further explain the importance of this work today. After contextualizing these realities, we touch upon theories that drive this work, specifically relating to the arts, literacies, and language acquisition, and demonstrate how we have put these theories into practice by providing rich examples of using the arts as voice with emergent bilingual students, families, and communities. Finally, we conclude with an invitation to read onwards, to review the final chapter that includes multiple resources for those working with EB learners, and to develop and share your own bank of resources.
Offering a wealth of art-based practices, this volume invites readers to reimagine the joyful pos... more Offering a wealth of art-based practices, this volume invites readers to reimagine the joyful possibility and power of language and culture in language and literacy learning. Understanding art as a tool that can be used for decolonizing minds, the contributors explore new methods and strategies for supporting the language and literacy learning skills of multilingual students. Contributors are artists, educators, and researchers who bring together cutting-edge theory and practice to present a broad range of traditional and innovative art forms and media that spotlight the roles of artful resistance and multilingual activism. Featuring questions for reflection and curricular applications, chapters address theoretical issues and pedagogical strategies related to arts and language learning, including narrative inquiry, journaling, social media, oral storytelling, and advocacy projects. The innovative methods and strategies in this book demonstrate how arts-based, decolonizing practices are essential in fostering inclusive educational environments and supporting multilingual students’ cultural and linguistic repertoires. Transformative and engaging, this text is a key resource for educators, scholars, and researchers in literacy and language education.
Practice focuses on how artistic practices are used to increase literacy and language abilities w... more Practice focuses on how artistic practices are used to increase literacy and language abilities with multilingual learners. It includes voices from the field that explore how the arts intersect with sociocultural ways of knowing and advocacy, while promoting multilingual practices in schools, community settings, and higher education. Throughout this special issue, we refer to English language learners (ELLs) as "emergent bilingual learners" (EBs) to honor the assets that multilingual students bring to our schools and communities (García, 2009). Since those who speak English as their first language began as, and still are, English language learners, this work benefits all students. Being able to speak, read and write in more than one language is significantly advantageous in our increasingly global society.
This concluding article builds on the ideas developed throughout this special issue by providing ... more This concluding article builds on the ideas developed throughout this special issue by providing a wide range of resources to enrich arts-based work within the field of literacy development with families and communities of emergent bilinguals. We include a bank of resources that may serve as the beginning of an archive. Coming from three different fields, with varying professional experiences, the sources we find helpful intersect and diverge. To honor this range of possibilities, we have taken an expansive approach that includes poets, visual and performing artists, arts and cultural organizations, literary associations, language learning standards and anti-bias and critical pedagogy sources. While expansive in content, this list is limited, based on sources that have inspired and shaped our work. We invite you to explore it, edit it, add to it, develop your own and share it.
Practice focuses on how artistic practices are used to increase literacy and language abilities w... more Practice focuses on how artistic practices are used to increase literacy and language abilities with multilingual learners. It includes voices from the field that explore how the arts intersect with sociocultural ways of knowing and advocacy, while promoting multilingual practices in schools, community settings, and higher education. Throughout this special issue, we refer to English language learners (ELLs) as "emergent bilingual learners" (EBs) to honor the assets that multilingual students bring to our schools and communities (García, 2009). Since those who speak English as their first language began as, and still are, English language learners, this work benefits all students. Being able to speak, read and write in more than one language is significantly advantageous in our increasingly global society.
This concluding article builds on the ideas developed throughout this special issue by providing ... more This concluding article builds on the ideas developed throughout this special issue by providing a wide range of resources to enrich arts-based work within the field of literacy development with families and communities of emergent bilinguals. We include a bank of resources that may serve as the beginning of an archive. Coming from three different fields, with varying professional experiences, the sources we find helpful intersect and diverge. To honor this range of possibilities, we have taken an expansive approach that includes poets, visual and performing artists, arts and cultural organizations, literary associations, language learning standards and anti-bias and critical pedagogy sources. While expansive in content, this list is limited, based on sources that have inspired and shaped our work. We invite you to explore it, edit it, add to it, develop your own and share it.
In this introductory chapter, we share our positionalities in the hope of providing readers with ... more In this introductory chapter, we share our positionalities in the hope of providing readers with the knowledge as to why this special issue is so close our hearts. We then share current demographic information regarding emergent bilingual learners to further explain the importance of this work today. After contextualizing these realities, we touch upon theories that drive this work, specifically relating to the arts, literacies, and language acquisition, and demonstrate how we have put these theories into practice by providing rich examples of using the arts as voice with emergent bilingual students, families, and communities. Finally, we conclude with an invitation to read onwards, to review the final chapter that includes multiple resources for those working with EB learners, and to develop and share your own bank of resources.
In this introductory chapter, we share our positionalities in the hope of providing readers with ... more In this introductory chapter, we share our positionalities in the hope of providing readers with the knowledge as to why this special issue is so close our hearts. We then share current demographic information regarding emergent bilingual learners to further explain the importance of this work today. After contextualizing these realities, we touch upon theories that drive this work, specifically relating to the arts, literacies, and language acquisition, and demonstrate how we have put these theories into practice by providing rich examples of using the arts as voice with emergent bilingual students, families, and communities. Finally, we conclude with an invitation to read onwards, to review the final chapter that includes multiple resources for those working with EB learners, and to develop and share your own bank of resources.
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