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Rethinking Traditions in (Normative) Literacy Practices: Heteronormativity, Multilingualism, and Dialogue
Sun, April 10, 10:35am to 12:05pm, Convention Center, Floor: Level Two, Exhibit Hall D Section CSession Type: Roundtable Session
Abstract
With diverse approaches to theorizing and enacting social change through literacy, in this roundtable, contributors challenge gender-hetero/normativity among children in second grade, examine the intersections of early learning, literacies, and multilingualism, and evoke teacher-student dialogue to support dual language learners.
Sub Unit
Chair
Papers
Exploring the Use of Literacy as a Tool to Challenge Gender/Heteronormativity With Second Graders - Paul Hartman, University of Illinois at Chicago
Reconceptualizing Early Childhood Education at the Intersection of Early Learning, Literacies, and Multilingualism - Diana Masny, University of Ottawa; Maria Bastien, University of Ottawa
Reconceptualizing Teacher-Student Dialogue to Support Dual Language Learners' Oral and Written Responses to Questions - Maureen Schwartz, Lawrence Union Free School District; Lynn E. Cohen, Long Island University - C.W. Post Campus