Inclusive Literacy Practices Facilitate Positive Identity Negotiations for Young Bilinguals

• In Event: 14.044 - Roundtable Session 2
  In Roundtable Session: 14.044-16 - Building on the Strengths of Bilingual/Multilingual Students and Their Families: Considering Literacy Processes, Discursive Moves, and Agentive Possibilities

Abstract

This microethnography of a multilingual first-grade classroom explores the positive identity negotiations of young bilinguals. By first examining the classroom community of practice in the inquiry-based setting, this study identifies inclusive literacy practices used to facilitate meaning construction with expository texts. Microethnographic discourse analysis is utilized to provide a deeper understanding of one young bilingual’s shifting identity construction as related to his take-up and appropriation of the inclusive literacy practices. His identity positioning and language and literacy trajectories over the course of an academic year are analyzed and reported through photographs, discourse analysis and narrative.

Author

• Lindsey Moses, Arizona State University