Latina/Chicana Scholars Speak to Literacy Teaching and Learning for and Within Diverse Community Contexts

Session Type: Symposium

Abstract

This panel unites five Latina/Chicana scholar-educators re-invisioning teaching and learning with and for youth, families and communities. Presenters investigate varying strategies and/or collaborations by examining the complexities of the cultural, linguistic, social, and political contexts that inform teaching, student learning, and learning to teach. The first two papers explore the contexts in which today’s literacy educators, multilingual students, immigrant/refugee families, and school communities intersect and reside. They highlight how literacy education experiences outside of the constructs of K - 12 schooling can influence and inform both teaching and student learning. The latter three papers feature studies that interrogate the learning experiences of pre-service teachers preparing to begin their careers as literacy educators in culturally, linguistically, socio-economically, and politically complex communities.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 01: Teaching and Teacher Education in the Content Areas

Chair

• Margarita Jimenez-Silva, University of California Davis

Papers

• Early Literacy Teaching and Learning in the Complex Community Contexts of the New Latino Diaspora - Denise Davila, The University of Texas at Austin

• Teaching and Learning in a New Multilingual Refugee/Immigrant Diaspora: An After-School Writing Project - Myra Infante-Sheridan, University of Nevada - Las Vegas

• Preservice Teachers' Understanding of Immigrants and Immigration Through the Use of Multicultural Novels - Sanjuana Carrillo Rodriguez, Kennesaw State University

• Learning From Our Community: Preservice Teachers' PhotoVoice to Learn How to Best Support Emergent Bilinguals - Sandra Lucia Osorio, Illinois State University

• Chicas and Mujeres Fuertes: Latina and Chicana Girls and Women Authoring Their Futures Through Writing - Tracey Terece Flores, The University of Texas at Austin

Discussant

• M. Beatriz Arias, Center for Applied Linguistics