Becoming Biliterate

Kabuto, Bobbie

doi:10.4324/9780203846438

Cited by 13 publications

(15 citation statements)

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“…In the context of school, Stanley is constructed only as a monolingual English reader, though this is not the reality of his broader language and reading practices outside of school as reported by his family. This is consistent with previous reports on the identity experiences of young multilingual children in school (Kabuto, 2011;Wagner, 2018). For educators and others concerned with the development and education of multilingual children, the exclusion of non-English languages and the treatment of multilingual children as monolingual English users in schools reflects a disconcerting reality and a broader social devaluation of multilingualism and multilingual children in the United States.…”

Section: Discussionsupporting

confidence: 90%

“…This event likewise points to the connected nature of reading and writing in children's early literacy practices and suggests a possible connection between young children's identities as both readers and writers. This connection has been explored by Kabuto (2011) and others (see Wagner, 2016) and suggests that Stanley was able to draw on literacy resources that went beyond reading to facilitate his construction of an identity as a reader.…”

Section: Unstructured Readingmentioning

confidence: 92%

“…Multilingual children are influenced by social messages about multilingualism, make choices about when and which languages to use, and develop beliefs about how multilingualism affects the process of reading. Multilingual children can construct reading identities that draw on multilingual reading practices and that span different home, community, and school contexts for language use (Kabuto, 2011;Wagner, 2018). Though multilingual children's reading identities are overwhelmingly positive at school entry, they are often poorly supported in school contexts in the United States (Flores-Dueñas 2005;Kabuto, 2011).…”

Section: Reading and Identitymentioning

confidence: 99%

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Connections Between Reading Identities and Social Status in Early Childhood

Wagner

2019

TESOL Quarterly

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This study examines the relationship between early reading identities and social status in school contexts. Reading identities, or the ways that a child constructs the self as a reader across contexts and time, have been posited to be closely linked with social status. This single‐case study examines the reading identities and social status of one 4‐year‐old, multilingual child attending prekindergarten in a public school in a large northeastern U.S. city. Data include child‐centered interviews, naturalistic observations, a teacher interview, and a family questionnaire. Findings provide insights into how one child’s ability to gain recognition of his reading identities was context dependent and distinct from his social status in the classroom, and point to more complexity in how the early reading identities of multilingual children are connected to their social contexts.

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Section: Discussionsupporting

confidence: 90%

Section: Unstructured Readingmentioning

confidence: 92%

Section: Reading and Identitymentioning

confidence: 99%

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Connections Between Reading Identities and Social Status in Early Childhood

Wagner

2019

TESOL Quarterly

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“…Like collagen hydrogels, [148][149][150][151] gelatin hydrogels, have been reported for the sustained release of BMP-7, PDGF-BB, and bFGF for bone-tendon healing. 118,152,153 When release rates of BMP-7 were investigated from gelatin hydrogel sheets (GHSs), the residual content of BMP-7 in the gel was higher at all time points (1, 3, 7, 14, and 21 days) compared to the control group. In addition, the gradual release of BMP-7 from the GHS scaffolds led to a favorable orientation of the formed collagen fibers.…”

Section: Biomaterials Of Biologic and Natural Origin For Rotator Cuff Regenerationmentioning

confidence: 99%

“…Moreover, higher tendon-bone maturing scores (22.3 ± 2.4 for GHS/BMP-7 vs 18.3 ± 3.4 for BMP-7) and ultimate force-failure values (21.1 ± 3.1 N for GHS/BMP-7 vs 17.5 ± 2.0 for BMP-7) demonstrated differences obtained via the use of the GHS scaffold in rotator cuff regeneration. 152 Similar to BMP-7, bFGF incorporation in gelatin hydrogels has been shown to provide significant improvements in terms of biomechanics, collagen fiber orientation and total scores (histology), and gene/transcription expression levels (immunostaining and RT-PCR) after 8 and 12 weeks of implantation in a rat rotator cuff healing model. Upon 12 weeks of implantation, orientation of collagen fibers in the regenerated tissue increased from 70.8 ± 6.4 in GHS to 81.9 ± 4.5 in GHS containing bFGF.…”

Section: Biomaterials Of Biologic and Natural Origin For Rotator Cuff Regenerationmentioning

confidence: 99%

Regenerative Engineering of the Rotator Cuff of the Shoulder

Narayanan

Nair

Laurencin

2018

ACS Biomater. Sci. Eng.

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Rotator cuff tears often heal poorly, leading to re-tears after repair. This is in part attributed to the low proliferative ability of the resident cells (tendon fibroblasts and tendon-stem cells) upon injury to the rotator cuff tissue and the low vascularity of the tendon insertion. In addition, surgical outcomes of current techniques used in clinical settings are often suboptimal, leading to the formation of neo-tissue with poor biomechanics and structural characteristics, which results in re-tears. This has prompted interest in a new approach, which we term as "Regenerative Engineering", for regenerating rotator cuff tendons. In the Regenerative Engineering paradigm, roles played by stem cells, scaffolds, growth factors/small molecules, the use of local physical forces, and morphogenesis interplayed with clinical surgery techniques may synchronously act, leading to synergistic effects and resulting in successful tissue regeneration. In this regard, various cell sources such as tendon fibroblasts and adult tissue-derived stem cells have been isolated, characterized, and investigated for regenerating rotator cuff tendons. Likewise, numerous scaffolds with varying architecture, geometry, and mechanical characteristics of biologic and synthetic origin have been developed. Furthermore, these scaffolds have been also fabricated with *

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Revisiting positionality through intersectional identities: A retrospective of parent and child research

Kabuto

2022

J Adolescent & Adult Lit

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Becoming Biliterate: Identity, Ideology, and Learning to Read and Write in Two Languages evolved out of a parent research study that focused on the complexity of my daughter Emma's becoming biliterate as she navigated four written language forms-hiragana, katakana, and Kanji in Japanese, and the Roman alphabet in English-in reading and writing between the ages of two and seven (Kabuto, 2010). In Becoming Biliterate, I wanted not only to create a space for critical thought around languages and literacies. I also attempted to situate the development of bilingualism and biliteracy as part of the very fabric of families, homes, and communities-domains that are highly private and complex. Using a parent-researcher paradigm to study biliteracy supported these explorations by allowing access to the everyday, spontaneous events, and social activities.Drawing on the work of other parent-researchers prior to 2005 (e.g., Baghban, 1984;Bissex, 1980;Long, 2004;Martens, 1996), I explored how a parentresearcher paradigm is built from ethnographic perspectives to create a process of research inquiry to study biliteracy (Kabuto, 2008). Just as the identities of individuals like Emma are dynamic and evolving, so is any given field of study. Since 2014, parent research continues to see a conceptual shift, and researchers have started to argue for the need to position children as co-researchers along with their parents, rather placing them in the role as research "subject" (Abrams et al., 2020). Foregrounding the child as a researcher, Abrams et al. (2020) use the term child-parent research as a way "not to privilege the dominant adult narrative" (p. 4) and to support a more equitable approach to research in which the child is placed at the center of the research design.Underlying this conceptual shift is the idea of positionality. Positionality is how researchers position themselves within the research context and is a cornerstone concept in ethnographic research (Agar, 1996). Positionality can be viewed through the roles, responsibilities, and social identities of researchers who actively participate in the research process. In my early parent

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Becoming Biliterate

Cited by 13 publications

References 0 publications

Connections Between Reading Identities and Social Status in Early Childhood

Connections Between Reading Identities and Social Status in Early Childhood

Regenerative Engineering of the Rotator Cuff of the Shoulder

Revisiting positionality through intersectional identities: A retrospective of parent and child research

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