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Identity Texts and Academic Achievement Connecting the Dots in Multilingual School Contexts

Identity Texts and Academic Achievement Connecting the Dots in Multilingual School Contexts

 Cummins, Jim.
 2015
 pages 555-581. A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect. English ISSN: 1545-7249
English languageNgôn ngữ
Tác giả CN Cummins, Jim.
Nhan đề Identity Texts and Academic Achievement: Connecting the Dots in Multilingual School Contexts / Jim Cummins, Shirley Hu, Paula Markus and M. Kristiina Montero.
Thông tin xuất bản 2015
Mô tả vật lý pages 555-581.
Tùng thư A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect.
Tóm tắt The construct of identity text conjoins notions of identity affirmation and literacy engagement as equally relevant to addressing causes of underachievement among low socioeconomic status, multilingual, and marginalized group students. Despite extensive empirical evidence supporting the impact on academic achievement of both identity affirmation and literacy engagement, these variables have been largely ignored in educational policies and instructional practices. The authors propose a framework for identifying major causes of underachievement among these three overlapping groups and for implementing evidence-based instructional responses. The framework argues that schools can respond to the devaluation of identity experienced by many students and communities by exploring instructional policies and strategies that enable students to use their emerging academic language and multilingual repertoires for powerful identity-affirming purposes. Drawing on projects involving First Nations and immigrant-background multilingual students, the authors document the profound transformations in academic, intellectual, and personal identity that multimodal identity text work is capable of engendering.
Thuật ngữ chủ đề English language-Study and teaching-Periodicals.
Thuật ngữ chủ đề Ngôn ngữ-Giảng dạy-Học tập-TVĐHHN
Tác giả(bs) CN Hu, Shirley.
Tác giả(bs) CN Markus, Paula.
Tác giả(bs) CN Montero, M. Kristiina.
Nguồn trích TESOL Quarterly- Volume 49, Issue 3, September 2015.
MARC
Hiển thị đầy đủ trường & trường con
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245[1 4] |a Identity Texts and Academic Achievement: Connecting the Dots in Multilingual School Contexts / |c Jim Cummins, Shirley Hu, Paula Markus and M. Kristiina Montero.
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300[ ] |a pages 555-581.
362[0 ] |a Vol. 49, N.3 (September 2015)
490[ ] |a A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect.
520[ ] |a The construct of identity text conjoins notions of identity affirmation and literacy engagement as equally relevant to addressing causes of underachievement among low socioeconomic status, multilingual, and marginalized group students. Despite extensive empirical evidence supporting the impact on academic achievement of both identity affirmation and literacy engagement, these variables have been largely ignored in educational policies and instructional practices. The authors propose a framework for identifying major causes of underachievement among these three overlapping groups and for implementing evidence-based instructional responses. The framework argues that schools can respond to the devaluation of identity experienced by many students and communities by exploring instructional policies and strategies that enable students to use their emerging academic language and multilingual repertoires for powerful identity-affirming purposes. Drawing on projects involving First Nations and immigrant-background multilingual students, the authors document the profound transformations in academic, intellectual, and personal identity that multimodal identity text work is capable of engendering.
650[1 0] |a English language |x Study and teaching |v Periodicals.
650[1 7] |a Ngôn ngữ |x Giảng dạy |x Học tập |2 TVĐHHN
700[1 ] |a Hu, Shirley.
700[1 ] |a Markus, Paula.
700[1 ] |a Montero, M. Kristiina.
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