Weaving Language and Culture: Latina Adolescent Writers in an After-School Writing Project

García, Andrea Martín; Gaddes, Amy

doi:10.1080/10573569.2012.651076

Cited by 34 publications

(36 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Conversely, Garcia and Gaddes (2012) warned that a curriculum devoid of cultural relevance for Latino students can help explain the common lack of engagement of Latino youth in their schooling. Jimenez (2004) conducted a year-long study on the contextual factors that influenced the engagement and literacy development of Latino/a students.…”

Section: Theoretical Frameworkmentioning

confidence: 97%

Communities of Caring: Developing Curriculum That Engages Latino/a Students’ Diverse Literacy Practices

Ordoñez-Jasis

Dunsmore²,

Herrera

et al. 2016

Journal of Latinos and Education

View full text Add to dashboard Cite

Section: Theoretical Frameworkmentioning

confidence: 97%

Communities of Caring: Developing Curriculum That Engages Latino/a Students’ Diverse Literacy Practices

Ordoñez-Jasis

Dunsmore²,

Herrera

et al. 2016

Journal of Latinos and Education

View full text Add to dashboard Cite

“…He, as a writer, decided to tell the stories for himself and his peers, framing stereotypes from Asian and U.S. perspectives. According to García and Gaddes (2012), when materials are carefully selected to speak to teens directly about real issues and real emotions, the students can find themselves opening their own minds and hearts and author themselves in a way that may not have been accessible to them before, thus enacting their sense of agency in their own cultural worlds. (p. 154) Likewise, culturally responsive reading offered John an opportunity to draw on his lived experiences to develop his voice as a writer.…”

Section: Integration Of Everyday Practices and Local Experiences As Amentioning

confidence: 99%

Bridging In‐School and Out‐of‐School Literacies

Pyo¹

2015

J Adolescent & Adult Lit

View full text Add to dashboard Cite

As new technology has changed adolescents’ literate life pathways outside of school in remarkable ways, new uses of terminology, such as mutiliteracies, are necessary to capture the multidimensional nature of literacy. However, there have been few studies on the multiliteracies experiences of Korean adolescent English learners (ELs). In this article, through a case study, Pyo examines how an adolescent EL cultivated his literate identity through an inquiry‐based multimodal project. The findings reveal that the participant integrated his computer‐related practices and local experiences into the multimodal project. He used various modalities and orchestrated them for meaning making while inscribing an author's identity, which conveyed his message more comprehensively than writing alone could have done. This suggests that a multimodal literacy approach can be a powerful tool for ELs to connect in‐school and out‐of‐school literacies.

show abstract

“…These transnational views were linked to the youths' transcultural experiences (García & Gaddes, 2012;Heath, 2001;Sánchez, 2007a). More particularly, though, experiences with language and literacy in transnational life-in Vanesa's case, as mediated through the activity of dance-bring to fruition such transnational perspectives.…”

Section: Dancementioning

confidence: 99%

“…Rubinstein-Ávila (2007) painted a portrait of how a Dominican girl's notions of literacy, particularly as embedded in reading and writing practices in and out of school, changed as a consequence of immigration to the United States. García and Gaddes (2012) and Sánchez (2007a) showed that Latina youth drew on their transnational experiences to compose transnational literature. Across these studies, important insights have been made into particular language or literacy practices of different transnational youth.…”

Section: Review Of the Literaturementioning

confidence: 99%

“…Researchers who examined the writing of transnational youth found they drew on transnational experiences and understandings, and multiple languages, in composing their texts (García & Gaddes, 2012;Sánchez, 2007a). In addition to representational resources of transnational lifeworlds and multilingual capabilities, Vanesa recruited a multiliterate repertoire of semiotic systems (Kress & Van Leeuwen, 2001;New London Group, 1996) to create stories of border crossing.…”

Section: Writingmentioning

confidence: 99%

See 1 more Smart Citation

Languages and Literacies in Translocation

Skerrett

2012

Journal of Literacy Research

View full text Add to dashboard Cite

Transnational youth represent an increasing demographic in societies around the world. This circumstance has amplified the need to understand how youths' language and literacy repertoires are shaped by transnational life. In response, this article presents a case study of a Mexican adolescent girl who immigrated to the United States and continued to participate in life in Mexico. It examines shifts in her multiple language and literacy practices that she attributed to transnational life and the knowledge she acquired from transnational engagements with languages and literacies. Data include interviews of the young woman, observations of her in a variety of social contexts, and literacy artifacts that she produced. Research on transnational youths' language and literacy practices and theories of multiliteracies and border crossing facilitate analysis. Findings include that language and multiliteracy practices shift in interconnected ways in response to transnational life and engagements with multiple languages and literacies foster transnational understandings. Accordingly, attending to transnational youths' multilingual as well as multiliterate practices can deepen understandings of how people recruit multiple languages, literacies, and lifeworlds for meaning making. Implications of this work are offered concerning the features of a transnational curriculum that can both draw from and build up the language and literacy reservoirs of transnational youth.

show abstract

Weaving Language and Culture: Latina Adolescent Writers in an After-School Writing Project

Cited by 34 publications

References 16 publications

Communities of Caring: Developing Curriculum That Engages Latino/a Students’ Diverse Literacy Practices

Communities of Caring: Developing Curriculum That Engages Latino/a Students’ Diverse Literacy Practices

Bridging In‐School and Out‐of‐School Literacies

Languages and Literacies in Translocation

Contact Info

Product

Resources

About