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Multivocal, Multilingual, Multimodal, and Multicultural Literacies in Contested Spaces
Fri, April 4, 10:35am to 12:05pm, Convention Center, Floor: 200 Level, 203ASession Type: Symposium
Abstract
Threaded together through the notion of “literacies in contested spaces,” this symposium presents papers that explore various dimensions of literacy practices relevant to the current discourse on youth, teacher preparation, urban communities, and classroom practice. The presented research seeks to ground, explore, and expand what multivocal, multilingual, multimodal, and multicultural means in teacher education research and provide examples of theoretical, methodological, and classroom practice models that advance innovation in practice and policy that can inform quality teaching.
Sub Unit
Chair
Papers
Seeing Through Lies: Teaching Ideological Literacy as a Corrective Lens - Patrick Camangian, University of San Francisco
Spanglish in White Public Space: Constructing an Oppositional Spatial Frame in an “English-Only” Classroom - Ramon Antonio Martinez, The University of Texas - Austin
Investigating the Linguistic Resources Multilingual Students Bring to the Classroom and Use to Learn the Written Academic Language - Jane Bean-Folkes, Rowan University
Blogging “Two Days and a Night”: Digital Literacies in Contested Spaces - Tisha Lewis Ellison, Georgia State University
“Motownphilly’s Back Again”: Learning From Culturally Responsive Discourses of Black Male Activist Teachers in Detroit and Philadelphia - Ebony Elizabeth Thomas, University of Pennsylvania