Multimodal, Multigenre, and Multilingual Transactions With Social Justice Texts in an Elementary Dual-Language Immersion Classroom (Poster 39)

• In Event: Saturday Poster Sessions 7:45 am
  In Poster Session: Research in Reading and Literacy Poster Session 2

Abstract

This collaborative action research project explores how emergent multilingual students engaged with multiple modalities and genres of social justice texts within an elementary dual-language immersion classroom. In this paper, I share the stories of three students whose reader response transactions authentically and subversively revealed a constant flow and matrix of multimodal, multigenre, and multilingual engagements with text. In doing so, I argue that educators can counter oppressive forms of pedagogy that limit what students are allowed to do in response to texts. Facilitating spaces for multimodal, multigenre, and multilingual reader response can also help dismantle deficit narratives about students, particularly for BIPOC and linguistically marginalized youth, as readers.

Author

• Grace Enriquez, Lesley University