Literacy, Identity, and Learning: A Three-Year Longitudinal Study With Immigrant Families

Session Submission Type: Symposium

Abstract

This symposium will document and examine long-term processes related to literacy development and identity construction for immigrant children over a three-year period. While short term studies can reveal insights related to the challenges immigrant children and families face at particular points in time, little in known about the longitudinal trajectories of children who bring linguistic and cultural differences to classrooms. Our presentation will feature three cases from a larger study. Each case highlights a different “prismatic” dimension (Modjeska, 2000, p. 7) of literacy learning and identity construction. In particular, presentations address pop culture and media identities, home/school tensions, and the intersectionalities among multiple dimensions of identity including religion, nationality, and culture.

Sub Unit

• Division G - Social Context of Education / Section 2: Education in Multicultural Contexts Within and Across Subject Areas

Chair

• Catherine F. Compton-Lilly, University of Wisconsin - Madison

Papers

• An Introduction to the Symposium - Catherine F. Compton-Lilly, University of Wisconsin - Madison

• Portrait of an Emergent Bilingual: Bilingualism or Language Loss? - Yvonne Pek, University of Wisconsin - Madison

• Literacy, Learning, and Identity Construction: Elina Learns to Read and Write - Dana L. Hagerman, University of Wisconsin - Madison

• Affirming Identity Through Literacy: Islamic Identity in Children of Muslim Immigrants - Rohany Nayan, University of Wisconsin - Madison

Discussant

• Marjorie Faulstich Orellana, University of California - Los Angeles