Refugee Youth’s Identity Expressions and Multimodal Literacy Practices in a Third Space

Digital Media Production of Refugee-Background Youth: A Scoping Review

“…For example, asset-based and culturally responsive approaches value and develop refugee-background youth's funds of knowledge (Warriner et al 2020). Specifically, studies have highlighted the usefulness of building on refugee-background youth's multimodal (including multilingual) communicative repertoires and funds of knowledge (e.g., Shapiro et al 2018;Reynolds and Bacon 2018;Mendenhall et al 2017;Bigelow et al 2017;Kennedy et al 2019). Therefore, digital media production holds promise for the language and literacy education of refugeebackground youth by making visible and unpacking the complexities of their experiences, while also enhancing refugee-background youth's prospects of becoming agentive, creative, and critical designers with access to social power, economic gain, global citizenship, and diverse lifeworlds, no less than their migrant and nonmigrant background peers (e.g., Leurs et al 2018).…”

“…(2) Active digital production by refugee-background youth had to be a non-marginal part of the study in order to address the research question of this review, thereby excluding articles such as Mendenhall et al (2017) and Sirriyeh (2010). Studies needed to explore production in more than the linguistic mode, thereby excluding, for example, Kennedy et al (2019).…”

Museum education, cultural sustainability, and English language teaching in Spain

“…'It is generally the upper and middle classes of countries around the world who are successful learners of English', summarised Block (2012, 202). Accordingly, one of the most interesting critical developments in ELT today has to do with how theories of multimodality and multiple literacies are enabling further democratisation of English education across cultural, linguistic, ethnic, and socioeconomic lines (Giampapa 2010;Kennedy, Oviatt, and De Costa 2019). Premised on socioconstructivist and critical orientations, New Literacy Studies (NLS) addressed literacy as a social practice imbedded in students' everyday lives and influenced by their material and cultural surroundings (Gee 2014).…”

“Comimos quesadillas y después jugamos tag:” Children’s bilingual/bicultural identity in a U. S. elementary school

“…Children are encouraged to generate new forms of knowledge that resonate with their values and backgrounds, which in turn are used as resources for academic learning (Valenzuela, 2019). They collaborate more fully while participating in activities that affirm their identities (Cummins, Hu, Markus & Montero, 2015), utilizing multiple modalities for enhanced expression and communication (Toohey et al, 2015), and engaging with ideas that are meaningful and relevant to their lives (Kennedy, Oviatt & De Costa, 2019).…”