Using Mobile-Assisted Narrative Writing to Examine Young English Learners' Funds of Knowledge

• In Event: Roundtable Session 51
  In Roundtable Session: Digital Technology in K–12 Education

Abstract

English Learners’ (ELs) multiliteracy education is intertwined with diverse cultural and social factors. This study took a qualitative approach of instrumental case study to explore the learning effects of scaffolding young ELs’ narrative writing skills by using iPads and the Penultimate app through the perspective of Funds of Knowledge. Funds of Knowledge describes a developed body of knowledge, skills, and strategies that are accumulated by individuals, families, and communities to ensure that they can function appropriately within a social and community context. By connecting ELs’ home-based culture to their formal learning, the cultural preservation functions in young ELs’ writing projects was be explored to substantiate innovative multiliteracy pedagogy.

Authors

• Yan Chen, Northern Illinois University

• Pi-Sui Hsu, Northern Illinois University

• Chris Liska Carger, Northern Illinois University