Creating the Conditions for Voice: Multilingual Writers in Elementary Classrooms

• In Event: Marriott Roundtable Session Seven
  In Roundtable Session: Multilingual and Multimodal Literacies Within and Beyond the Classroom (Table 5)

Abstract

For many young learners of English in school settings, demands of curricula and standardized assessments take precedence over opportunities for students to develop and use their own “voices” in writing. However, pedagogies of voice “create the conditions for student voice to develop and flourish” (Hornberger & Kvietok Dueñas, 2019, p.19) and are a means of providing culturally and linguistically responsive instruction (García & Wei 2014; Gay 2018), supporting multilingual students learning to write in English. This study considers how teachers might leverage pedagogies of voice while also responding to ecological pressures of school-based standardization and written English proficiency, answering the question: What contextual and instructional factors constrain or provide opportunities for student voice in writing?

Authors

• Martha Garrett Sandstead, Oregon State University
  Presenting Author

• Amanda Kibler, Oregon State University
  Non-Presenting Author