Examining Literacy Learning Opportunities for Elementary Multilingual Students

Session Type: Symposium

Abstract

This symposium brings together four papers that examine opportunities for language and literacy development in elementary classrooms for multilingual learners. Each paper provides a unique epistemological stance ranging from the examination of comparative learning outcomes of multilingual learners to intertextuality in student vocabulary talk and student discourse analysis which highlights interconnectedness across racial and ethnic groups. Teacher discourse is also included to investigate the connections between their perception of instructional abilities with their beliefs around multilingual learner abilities. The papers spotlight the critical importance of supporting the development of language and literacy skills with multilingual learners, especially at the elementary level to demonstrate remedies and repairs towards just educational renewal.

Sub Unit

• Division C - Learning and Instruction / Division C - Section 1a: Literacy

Chair

• Annie Camey Kuo, Stanford University

Participants

• Jackelyn Rivera-Orellana, Stanford University

• Hsiaolin Hsieh, Stanford University

• Brenda Luo, Boston College

• Rachel Salia, Stanford University

• Steve Juárez, Stanford University

Papers

• The Urgency to Support Upper-Elementary English Learners’ Language and Literacy Development Post-Covid-19 - Hsiaolin Hsieh, Stanford University

• How do Mexican, Guatemalan, Mexican-Guatemalan Students Discuss Transverse Cultures in a Small Group Literacy Group? - Jackelyn Rivera-Orellana, Stanford University

• “Anybody Can Be Medicine:” Examining Intertextuality in Vocabulary Talk - Brenda Luo, Boston College; Patrick Proctor, Boston College

• Perceptions of Self and Student Capabilities: Teacher Discourse of Literacy Curriculum Implementation - Rachel Salia, Stanford University; Steve Juárez, Stanford University

Discussant

• Renata Love Jones, Georgia State University