Both Conceptual and Emotional Development at the Same Time: A Pedagogy of Storytelling Literacy

• In Event: Friday Roundtable Session 9:45 am
  In Roundtable Session: Adult Immigrant and Multilingual Education (Table 2)

Abstract

This research presents a storytelling literacy pedagogy for Vietnamese adult immigrants with interrupted formal education in Vietnam and limited access to public education in the United States. Designed to be culturally relevant and sustaining, the pedagogy draws on storytelling as a sociocultural form of literacy practice while valuing the learners’ prior knowledge, lived experiences, L1, translanguaging, and multimodal forms of meaning-making. To investigate the learners’ development, we conducted a microgenetic analysis of verbalization data, written performance work, and classroom interactions (Miller, 2011). This proposal reports on the learners’ conceptual and emotional development. We discuss research findings within the learners’ lived experiences, emotional reality, and the social situations where the literacy practices took place (Lantolf & Swain, 2020).

Authors

• Minh Nghia-Nguyen, University of Massachusetts - Boston

• Kimberly Urbanski, University of Massachusetts - Boston