Transnational and Indigenous Latinx Children's Art-Based Bilingual Writings: A Placemaking-Justice Pedagogy

• In Event: Saturday Roundtable 7:45 am
  In Roundtable Session: Writing the Landscape: Stories of Place and Identity in Diverse Narratives (Table 19)

Abstract

Writing in language arts pedagogy is often simply regarded as an act of encoding skills with attention to traditional formulaic presentations (i.e., essays with introduction, body, and conclusion). This traditional approach, however, leaves little to no room for imagination and creative approaches to writing and its process, especially for children of color and/or immigrant backgrounds such as Latinx and Indigenous Latinx. In this paper session, we will present the findings of a combined data set from two case studies centering on the creative writing process and stories constructed by Latinx and Indigenous Latinx bilingual/multilingual children in an afterschool program. We draw on the theory of placemaking to understand how art-based writing pedagogy supports Latinx and Indigenous Latinx bilingual children.

Authors

• Idalia Nunez, University of Illinois at Urbana-Champaign

• Qinchun Li, University of Illinois at Urbana-Champaign

• Shuai Xu, University of Illinois at Urbana-Champaign