"If 1,000 Students Tell Our Stories Together . . .": Immigrant Youth Developing Language Through Narrative and Advocacy

• In Event: Sheraton Roundtable Session 16
  In Roundtable Session: Critical Perspectives in Second Language Research

Abstract

This study examines how a multimodal literacy project afforded opportunities and challenges for language development among newcomer students at one urban high school. Informed by sociocultural perspectives and ethnographic research, we analyzed data from observations in classrooms and extracurricular workshops across one school year, interviews, and student narratives. Our findings revealed that when immigrant youth understand their voices/stories are valued and identify with imagined communities that may change public opinion; students become more invested in their language development and learning opportunities are enhanced. Our study also reveals challenges in this context and offers implications for teaching practices that support linguistically diverse students’ language and identity development.

Authors

• Melinda E. Martin-Beltran, University of Maryland - College Park

• Andrés Alberto García, University of Maryland - College Park

• Angélica Montoya-Ávila, University of Maryland - College Park