Multimodal Frames for Immigrant Adult Students: (Re)making Their Representations of Literacy and Life

• In Event: Empowering Teachers and Pedagogies in Local Contexts

Abstract

This presentation focuses on culturally responsive instruction practices for adult immigrant students and the ways in which “new” literacy curriculum framed by transformation and remaking (Kress, 2000) “enables adult students to produce and transform knowledge, not merely consume it” (Gee, 2000, p. 68). Specifically, I describe key moments in an instructional process where immigrant adults who are in the process of learning English were prompted to create maps of neighborhoods of their youth as a way to resituate themselves, their identities and their experiences in time and place.

Authors

• Carolyn A. Colvin, University of Iowa

• Renee Martin, University of Iowa