Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms 2019043866, 2019043867, 9781799827221, 9781799827238

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Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms Georgios Neokleous Norwegian University of Science and Technology, Norway Anna Krulatz Norwegian University of Science and Technology, Norway

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Raichle Farrelly University of Colorado Boulder, USA

A volume in the Advances in Educational Technologies and Instructional Design (AETID) Book Series

Published in the United States of America by IGI Global Information Science Reference (an imprint of IGI Global) 701 E. Chocolate Avenue Hershey PA, USA 17033 Tel: 717-533-8845 Fax: 717-533-8661 E-mail: [email protected] Web site: http://www.igi-global.com Copyright © 2020 by IGI Global. All rights reserved. No part of this publication may be reproduced, stored or distributed in any form or by any means, electronic or mechanical, including photocopying, without written permission from the publisher. Product or company names used in this set are for identification purposes only. Inclusion of the names of the products or companies does not indicate a claim of ownership by IGI Global of the trademark or registered trademark. Library of Congress Cataloging-in-Publication Data Names: Neokleous, Georgios, 1985- editor. | Krulatz, Anna, 1979- editor. | Farrelly, Raichle, editor. Title: Handbook of research on cultivating literacy in diverse and multilingual classrooms / Georgios Neokleous, Anna Krulatz, Raichle Farrelly, editors. Description: Hershey, PA : Information Science Reference, 2020. | Includes bibliographical references and index. | Summary: “This book explores the multifaceted nature of literacy development across the lifespan in a range of multilingual contexts”-- Provided by publisher. Identifiers: LCCN 2019043866 (print) | LCCN 2019043867 (ebook) | ISBN 9781799827221 (hardcover) | ISBN 9781799827238 (ebook) Subjects: LCSH: Literacy--Social aspects. | Multicultural education. | English language--Study and teaching--Foreign speakers. | Second language acquisition. | Culturally relevant pedagogy Classification: LCC LC149 .H284 2020 (print) | LCC LC149 (ebook) | DDC 370.117--dc23 LC record available at https://lccn.loc.gov/2019043866 LC ebook record available at https://lccn.loc.gov/2019043867 This book is published in the IGI Global book series Advances in Educational Technologies and Instructional Design (AETID) (ISSN: 2326-8905; eISSN: 2326-8913) British Cataloguing in Publication Data A Cataloguing in Publication record for this book is available from the British Library. All work contributed to this book is new, previously-unpublished material. The views expressed in this book are those of the authors, but not necessarily of the publisher.

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Editorial Advisory Board

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MaryAnn Christison, University of Utah, USA Ion Drew, University of Stavanger, Norway Patsy Egan, Hamilne University, USA Michele Knobel, Montclair State University, USA Heather Lotherington, York University, Canada Fernanda Minuz, Independent Researcher, Italy Randi Solheim, Norwegian University of Science and Technology, Norway Martha Young-Scholten, Newcastle University, UK



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List of Contributors

Aerila, Juli-Anna / University of Turku, Finland.............................................................................. 368 Aguilera, Earl / California State University, Fresno, USA................................................................ 496 Anand, Poonam / University of Bahrain, Bahrain............................................................................ 309 Bredthauer, Stefanie / University of Cologne, Germany.................................................................. 516 Christison, MaryAnn / University of Utah, USA.......................................................................... 1, 348 Curtin, Alicia / University College Cork, Ireland............................................................................. 329 De Felice, Dustin / Michigan State University, USA.......................................................................... 146 Duggan, Jennifer / Norwegian University of Science and Technology, Norway.............................. 288 Durgunoğlu, Aydın Yücesan / University of Minnesota, Duluth, USA............................................. 448 Eslami, Zohreh R. / Texas A&M University, USA............................................................................. 555 Espinas, Daniel R. / University of Maryland, College Park, USA....................................................... 82 Fakhrutdinova, Iuliia / University of Massachusetts Boston, USA................................................... 615 Farrelly, Raichle / University of Colorado Boulder, USA................................................................. 615 Giannikas, Christina Nicole / Cyprus University of Technology, Cyprus......................................... 108 Goltsev, Evghenia / University of Cologne, Germany....................................................................... 516 Gonzalves, Lisa / University of California, Davis, USA...................................................................... 41 Greenstein, Ilana / California State University, Fresno, USA........................................................... 496 Hanssen, Jessica Allen / Nord University, Norway............................................................................ 261 Haznedar, Belma / Boğaziçi University, Turkey................................................................................ 422 Huynh, Ngoc Tai / University of Tasmania, Australia........................................................................ 393 Jensvoll, Maja Henriette / Nord University, Norway........................................................................ 261 Kauppinen, Merja / University of Jyväskylä, Finland...................................................................... 368 Kkese, Elena Theodosis / Cyprus University of Technology, Cyprus.................................................. 62 Knospe, Yvonne / Umeå University, Sweden..................................................................................... 577 Krulatz, Anna / Norwegian University of Science and Technology, Norway................................... 596 Li, Yixun / University of Maryland, College Park, USA...................................................................... 82 López, Minda Morren / Texas State University, USA........................................................................ 535 Lypka, Andrea Enikő / Learning Empowered, USA......................................................................... 146 Macedo, Silvia Lopes da Silva / French Guiana University, French Guiana.................................... 472 Matthews, Sharon D. / Texas A&M University, USA......................................................................... 555 Michali, Maria / South-East European Research Center, Greece..................................................... 234 Minuz, Fernanda / Independent Researcher, Italy............................................................................ 422 Moody, Stephanie Michelle / Texas A&M University, USA.............................................................. 555 Moya, Mario R. / University of East London, UK.............................................................................. 210 Murray, Denise E. / Macquarie University, Australia........................................................................... 1  



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Neokleous, Georgios / Norwegian University of Science and Technology, Norway......................... 596 Newman, Tara A. / Texas State University, USA................................................................................ 535 Nimer, Maissam / Sabancı University, Turkey.................................................................................. 448 Park, Koeun / University of Utah, USA............................................................................................. 596 Patsala, Paschalia / Arts and Humanities Research Council, UK..................................................... 234 Pereira, Íris Susana Pires / Institute of Education, University of Minho, Portugal.......................... 472 Peyton, Joy Kreeft / Center for Applied Linguistics, USA................................................................. 422 Reis da Costa, Mayara Priscila / Federal Institute of Education, Science, and Technology of Amapá, Brazil & University of Minho, Portugal........................................................................... 472 Ruhe, Stefanie / Ruhr University Bochum, Germany........................................................................ 125 Savić, Vera / University of Kragujevac, Serbia.................................................................................. 166 Shannon, Linda A. / California State University, Fresno, USA......................................................... 496 Skein, Etienne / Independent Researcher, South Africa.................................................................... 577 Sullivan, Kirk P. H. / Umeå University, Sweden................................................................................ 577 Thomas, Angela / University of Tasmania, Australia........................................................................ 393 To, Vinh Thi / University of Tasmania, Australia............................................................................... 393 Tørnby, Hilde / Oslo Metropolitan University, Norway.................................................................... 190 Wang, Min / University of Maryland, College Park, USA................................................................... 82 Yang, Ping / Western Sydney University, Australia............................................................................. 22 Young-Scholten, Martha / Newcastle University, UK...................................................................... 422 Zhao, Jing / Brighton High School, USA........................................................................................... 348

Table of Contents

Foreword............................................................................................................................................xxiii Preface................................................................................................................................................. xxv Acknowledgment.............................................................................................................................. xxxv Section 1 Foundations of Literacy in Diverse and Multilingual Classrooms Chapter 1 An Overview of Multilingual Learners’ Literacy Needs for the 21st Century........................................ 1 MaryAnn Christison, University of Utah, USA Denise E. Murray, Macquarie University, Australia Chapter 2 Towards Intercultural Literacy of Language Teacher Education in the 21st Century........................... 22 Ping Yang, Western Sydney University, Australia Chapter 3 Emergent Literacy Development in Adult L2 Learners: From Theory to Practice............................... 41 Lisa Gonzalves, University of California, Davis, USA

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Chapter 4 Phonological Awareness and Literacy in L2: Sensitivity to Phonological Awareness and Phoneme-Grapheme Correspondences in L2 English........................................................................... 62 Elena Theodosis Kkese, Cyprus University of Technology, Cyprus Chapter 5 Orthographic Learning: A Multilingual Perspective............................................................................. 82 Daniel R. Espinas, University of Maryland, College Park, USA Min Wang, University of Maryland, College Park, USA Yixun Li, University of Maryland, College Park, USA

 



Section 2 Multimodal Approaches to Literacy Development Chapter 6 Efectively Incorporating Blogs for the L2 Literacy Development of Teenage Language Learners... 108 Christina Nicole Giannikas, Cyprus University of Technology, Cyprus Chapter 7 Fostering (Digital) Media Literacy Skills and Global Citizenship in the EFL Classroom: Digital Stories of Undocumented Youth.......................................................................................................... 125 Stefanie Ruhe, Ruhr University Bochum, Germany Chapter 8 Telecollaborative Storytelling: Reframing English Language Learners’ and Pre-service Teachers’ Identity, Multimodal Literacy, and Intercultural Competency............................................................. 146 Andrea Enikő Lypka, Learning Empowered, USA Dustin De Felice, Michigan State University, USA Chapter 9 Visual Literacy for Young Language Learners: Multimodal Texts in Content-Based Instruction...... 166 Vera Savić, University of Kragujevac, Serbia Chapter 10 Visual Literacy and Young Learners................................................................................................... 190 Hilde Tørnby, Oslo Metropolitan University, Norway Section 3 Promoting Critical Literacy in Academic Contexts

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Chapter 11 Empowering Multilingual Learners Through Critical Liberating Literacy Practices in EnglishDominated Speech Communities......................................................................................................... 210 Mario R. Moya, University of East London, UK Chapter 12 Sharpening Students’ Critical Literacy Skills Through Corpus-Based Instruction: Addressing the Issue of Language Sexism.................................................................................................................... 234 Paschalia Patsala, Arts and Humanities Research Council, UK Maria Michali, South-East European Research Center, Greece Chapter 13 Linking Criticality and Creativity: Engagement With Literary Theory in Middle Grades English Education............................................................................................................................................. 261 Jessica Allen Hanssen, Nord University, Norway Maja Henriette Jensvoll, Nord University, Norway



Chapter 14 Critical Literacy and Genre Pedagogy: Supporting Inclusion, Subverting Bias................................. 288 Jennifer Duggan, Norwegian University of Science and Technology, Norway Chapter 15 Assessment of EAP Literacies in Diverse and Multilingual Classrooms............................................ 309 Poonam Anand, University of Bahrain, Bahrain Section 4 Cultivating Literacy Through Literature Chapter 16 Children’s Literature as Pedagogy: Learning Literacy Through Identity in Meaningful Communities of Practice...................................................................................................................... 329 Alicia Curtin, University College Cork, Ireland Chapter 17 Using Literature Circles Instruction to Develop Reading Comprehension Skills............................... 348 Jing Zhao, Brighton High School, USA MaryAnn Christison, University of Utah, USA Chapter 18 Stories Make Readers: Enhancing the Use of Fictional Literature With Multilingual Students......... 368 Juli-Anna Aerila, University of Turku, Finland Merja Kauppinen, University of Jyväskylä, Finland Chapter 19 East-Asian Philosophical Concepts as Analytical Framework for Interpreting Non-Western Images in Children’s Picturebooks...................................................................................................... 393 Ngoc Tai Huynh, University of Tasmania, Australia Angela Thomas, University of Tasmania, Australia Vinh Thi To, University of Tasmania, Australia

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Section 5 Heritage Language Use and Family Literacy Chapter 20 Using Materials in Refugee and Immigrant Adults’ Heritage Languages in Instruction: Challenges and Guidance for Teachers and Tutors................................................................................................. 422 Fernanda Minuz, Independent Researcher, Italy Belma Haznedar, Boğaziçi University, Turkey Joy Kreeft Peyton, Center for Applied Linguistics, USA Martha Young-Scholten, Newcastle University, UK



Chapter 21 A Holistic Approach to New Language and Literacy Development of Refugee Women: The Case of Syrians in Turkey............................................................................................................................. 448 Aydın Yücesan Durgunoğlu, University of Minnesota, Duluth, USA Maissam Nimer, Sabancı University, Turkey Chapter 22 Initial Literacy Teaching of Indigenous Children: Designing Pedagogy for Urban Schools............... 472 Mayara Priscila Reis da Costa, Federal Institute of Education, Science, and Technology of Amapá, Brazil & University of Minho, Portugal Íris Susana Pires Pereira, Institute of Education, University of Minho, Portugal Silvia Lopes da Silva Macedo, French Guiana University, French Guiana Section 6 Culturally and Linguistically Responsive Pedagogies Chapter 23 Linguistically-Responsive Literacy Pedagogies Across Primary and Secondary Classrooms............ 496 Earl Aguilera, California State University, Fresno, USA Ilana Greenstein, California State University, Fresno, USA Linda A. Shannon, California State University, Fresno, USA Chapter 24 Preparing Teachers to Foster Multilingual Literacy............................................................................ 516 Evghenia Goltsev, University of Cologne, Germany Stefanie Bredthauer, University of Cologne, Germany Chapter 25 Walk With Me: Caminatas as a Way for Developing Culturally Sustaining Literacy Pedagogies With Preservice Teachers..................................................................................................................... 535 Minda Morren López, Texas State University, USA Tara A. Newman, Texas State University, USA

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Chapter 26 Bridging the Gap: The Use of Translanguaging in Shared Readings.................................................. 555 Stephanie Michelle Moody, Texas A&M University, USA Sharon D. Matthews, Texas A&M University, USA Zohreh R. Eslami, Texas A&M University, USA Chapter 27 Supporting Advanced Multilingual Speakers as Individuals: Translanguaging in Writing................ 577 Etienne Skein, Independent Researcher, South Africa Yvonne Knospe, Umeå University, Sweden Kirk P. H. Sullivan, Umeå University, Sweden



Chapter 28 Creating Space for Dynamic Language Use: Cultivating Literacy Development through Translanguaging Pedagogy in EAL Classrooms................................................................................. 596 Georgios Neokleous, Norwegian University of Science and Technology, Norway Koeun Park, University of Utah, USA Anna Krulatz, Norwegian University of Science and Technology, Norway Chapter 29 Leveraging Learner Experience: Pedagogical Scafolding With Refugee-Background Adults.......... 615 Raichle Farrelly, University of Colorado Boulder, USA Iuliia Fakhrutdinova, University of Massachusetts Boston, USA Compilation of References................................................................................................................ 643 About the Contributors..................................................................................................................... 754

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Index.................................................................................................................................................... 763

Detailed Table of Contents

Foreword............................................................................................................................................xxiii Preface................................................................................................................................................. xxv Acknowledgment.............................................................................................................................. xxxv Section 1 Foundations of Literacy in Diverse and Multilingual Classrooms Section 1 lays a foundation for the volume by providing an overview of learner literacy needs in diverse and multilingual classrooms. The chapters in this section give a historical overview of defnitions of literacy and present suggestions for teaching literacy in linguistically and culturally diverse contexts. They discuss implications for teacher education programs and programs serving emergent literacy adults. They also provide an overview of basic literacy skills such as phonological awareness and orthographic learning.

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Chapter 1 An Overview of Multilingual Learners’ Literacy Needs for the 21st Century........................................ 1 MaryAnn Christison, University of Utah, USA Denise E. Murray, Macquarie University, Australia The most common defnition of literacy is the ability to read and write. However, for teachers working with multilingual learners, the development of literacy skills is much more complex than this simple defnition would suggest. Notions of literacy in the 21st century have evolved in response to a number of societal changes, such as globalization, large-scale human migration, and advances in digital technologies. This chapter considers how these societal changes have infuenced conceptions and practices of literacy. It provides a brief overview of some important theoretical considerations that inform understandings of literacy development for multilingual learners, including critical literacy, multiliteracies, multimodal literacy, and translanguaging, and explores current conceptions of literacy to help second and foreign language (SFL) teachers better understand how to meet the literacy needs of multilingual learners in the 21st century, ofering practical suggestions for teaching from a multiliteracies perspective. Chapter 2 Towards Intercultural Literacy of Language Teacher Education in the 21st Century........................... 22 Ping Yang, Western Sydney University, Australia In the 21st century, language teacher education faces new challenges to cultivate multiliteracy in culturally diverse classrooms. This chapter focuses on the intercultural literacy language teachers need 



to develop as part of their teacher education and proposes a new model of intercultural literacy which includes intercultural verbal communication competence, intercultural attitudes, intercultural nonverbal communication competence, and intercultural awareness. These skills will contribute to language teacher education of the 21st century and the teachers’ newfound intercultural literacy will help them meet the intercultural challenges and learning needs of culturally diverse students. This raises the question of why language teachers may need intercultural literacy. The four components of the model are described in detail, supported with current research, and illustrated with examples of literacy practices that can be implemented in the classroom. Chapter 3 Emergent Literacy Development in Adult L2 Learners: From Theory to Practice............................... 41 Lisa Gonzalves, University of California, Davis, USA Globally, many adults lack access to education due to gender, poverty, ethnic discrimination, political confict, and geographic proximity. Moreover, many of these same adults may migrate at some point in their lives, needing to adapt to new linguistic settings. Oftentimes, such adults need to learn both an entirely new language and frst-time literacy - not necessarily in their frst language, but in the new language (L2) which they may not yet speak. By providing a robust overview of scholarship on emergent literacy acquisition in children and adults, this chapter heightens understanding of the complexity of acquiring literacy for the frst time as an L2 adult migrant. The chapter provides practical guidelines on how teachers of L2 adults with emergent literacy can apply this knowledge in the classroom, focusing on three pedagogical areas - vocabulary acquisition, metalinguistic awareness, and academic socialization. Chapter 4 Phonological Awareness and Literacy in L2: Sensitivity to Phonological Awareness and Phoneme-Grapheme Correspondences in L2 English........................................................................... 62 Elena Theodosis Kkese, Cyprus University of Technology, Cyprus

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Phonological awareness is the conscious awareness that oral language can be subdivided into subcomponents, including words, syllables, rhymes, and sounds. Its importance has been identifed in the development of children’s literacy in L1, especially in terms of spelling, writing, and reading. Phonological awareness is of special importance for L2 acquisition as well, suggesting a strong correlation between this metalinguistic profciency and literacy. This chapter examines this relation in young adults who are already literate in the L1 by providing an overview of the understudied area of L2 phonological awareness and its connection to spoken and written literacy. It is argued that phonological awareness infuences spoken and written literacy skills given that L2 English users transfer L1 phonological awareness skills to the target language. In this context, the author suggests that instruction should be provided in the form of short, fun activities matching the interests of the young L2 adults. Chapter 5 Orthographic Learning: A Multilingual Perspective............................................................................. 82 Daniel R. Espinas, University of Maryland, College Park, USA Min Wang, University of Maryland, College Park, USA Yixun Li, University of Maryland, College Park, USA This chapter discusses orthographic learning, i.e., how children learn the relation between their spoken language and writing system. The process is discussed for children learning to read and write in one



language, as well as for multilingual children acquiring literacy in more than one language. In both cases, the developmental course is mapped from children’s frst insights into the form and function of their writing systems to the development of word-specifc mental representations that code for multiple linguistic forms (i.e., sound, spelling, and meaning). The chapter concludes with instructional recommendations for supporting children’s orthographic learning throughout development. Section 2 Multimodal Approaches to Literacy Development Section 2 discusses various ways in which diferent modalities (e.g., visual, audio, digital, virtual) can deepen students’ literacy skills in culturally and linguistically diverse classroom settings. The chapters in this section highlight the shifts and developments in today’s classrooms that call for the integration and recognition of varying combinations of tools to create a learning environment that adequately prepares learners to communicate efectively in an increasingly multimodal world. They discuss pedagogical applications that combine two or more modes to enhance students’ literacy skills. Chapter 6 Efectively Incorporating Blogs for the L2 Literacy Development of Teenage Language Learners... 108 Christina Nicole Giannikas, Cyprus University of Technology, Cyprus Digital technologies have become an important part of language learning and teaching across the globe at various levels of education. The advances in question have altered texts and tools available to teachers and students and have given practitioners and researchers a new understanding of L2 literacy development. More specifcally, the successful attempts of integrating the blogosphere in language education suggest the improvement of L2 writing. Through blogging, students are given the opportunity to use the new language they are learning and new technologies to strengthen social bonds and express their thoughts and refections on the online platform. This chapter elaborates on the use of the blog in teenage learners’ L2 literacy in the digital age, and examines the impact that blogs have on the authorship, personal expression, writing fuency, and confdence of the L2 teenage language learner. The chapter also ofers a theoretical, practical scope to establish the full perspective of integrating blogs into the language classroom.

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Chapter 7 Fostering (Digital) Media Literacy Skills and Global Citizenship in the EFL Classroom: Digital Stories of Undocumented Youth.......................................................................................................... 125 Stefanie Ruhe, Ruhr University Bochum, Germany This chapter employs the mediazation of politics, or the changes that the use of media for political purposes has brought about, to understand the intertwinement of the rules and regulations by which media products abide. Through examples of digital stories of undocumented youth in the U.S., posted on YouTube, the chapter demonstrates that digital stories not only provide a solid base for multimodal analysis, but they may also foster (digital) media literacy skills of English as foreign language learners in German high school. Yet, students need to understand how to read the multimodal language of new media correctly to truly participate in current political debates of the 21st century.



Chapter 8 Telecollaborative Storytelling: Reframing English Language Learners’ and Pre-service Teachers’ Identity, Multimodal Literacy, and Intercultural Competency............................................................. 146 Andrea Enikő Lypka, Learning Empowered, USA Dustin De Felice, Michigan State University, USA Telecollaborative multimodal storytelling has evolved into an innovative pedagogic design that fuses information technologies, semiotic repertoires, and modalities with cooperative learning, personal accounts, and academic content. Informed by social constructionism and poststructuralism, this chapter presents a semester-long virtual exchange with language learners and pre-service teachers in two universities and the format of this initiative with a focus on pedagogical suggestions. Not only did this collaboration transcend the classroom, but it provided a supportive environment for multiliteracy, disciplinary knowledge, and cross-cultural competency development and identity negotiation within traditional and virtual learning spaces. Co-authored multimedia ensembles, refective writing, and teamwork can enable learners to generate meaningful narratives, forge reciprocal partnerships, engender social consciousness, and express themselves creatively across linguistic, cultural, and technology capital. Chapter 9 Visual Literacy for Young Language Learners: Multimodal Texts in Content-Based Instruction...... 166 Vera Savić, University of Kragujevac, Serbia Acquiring literacy skills for the 21st century requires learners to move beyond the traditional print literacy skills and to develop strategies for efective communication in predominantly visual environments. The chapter explores how teachers of young language learners may scafold children’s development of visual literacy in Content-Based Instruction (CBI) and thus prepare them both for comprehending and producing visual images and multimodal texts. The chapter frst provides a framework for understanding visual literacy and then describes pedagogical strategies language teachers may apply to promote visual literacy in a young learner classroom. Finally, it highlights the role of visual images in CBI and gives examples of classroom activities that foster simultaneous development of visual literacy and foreign/ second language (L2) communication skills for young learners.

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Chapter 10 Visual Literacy and Young Learners................................................................................................... 190 Hilde Tørnby, Oslo Metropolitan University, Norway This chapter explores visual literacy from theoretical and practical perspectives. Ideas of what is meant by visual literacy and why this is important are presented through a selection of studies. The impact that visual literacy may have on students’ learning and development is further elaborated. A case study from a Norwegian frst-grade classroom is included to shed light on the ways in which visual work in the classroom can be implemented. In addition, exemplars of students’ written verbal and visual texts are thoroughly examined. A tendency in the material is that the illustrations are detailed and elaborate, and carry a distinct sense of the written text. Hence, the visual text may be understood as the more important text and may be vital in a child’s literacy development.



Section 3 Promoting Critical Literacy in Academic Contexts Section 3 provides a state-of-the-art review of the literature on the pivotal role of critical literacy in culturally and linguistically diverse classrooms. The chapters in this section discuss approaches to learning that encourage students to critically engage and interact with various texts to develop their critical literacy skills as well as ways in which educators can assess literacy skills in various contexts. The authors also highlight ways in which critical literacy can be employed to empower minority students within English-speaking settings. Chapter 11 Empowering Multilingual Learners Through Critical Liberating Literacy Practices in EnglishDominated Speech Communities......................................................................................................... 210 Mario R. Moya, University of East London, UK This chapter explores the nuances of critical literacy reviewing the infuence of the sociocultural context and the critical element that arises from the individuals who negotiate their identities as they interact with others in a variety of settings. The perspective adopted here focuses on multilingual learners as they engage in literacy practices in English, the dominant language, within schooled environments resulting in hybrid productions within a Third Space, which is a metaphorical setting that promotes expansive learning. Such literacy productions consider the lived-in experiences of the individuals and their personal histories as tools for learning with the potential to liberate themselves from the dominant literacy practices. The chapter includes a discussion of the role and status of English to empower nondominant groups within English-speaking settings.

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Chapter 12 Sharpening Students’ Critical Literacy Skills Through Corpus-Based Instruction: Addressing the Issue of Language Sexism.................................................................................................................... 234 Paschalia Patsala, Arts and Humanities Research Council, UK Maria Michali, South-East European Research Center, Greece In the past, corpora were primarily employed by linguists. Recently, there has been a growing interest from teachers and researchers in the pedagogical applications of corpora. However, literature of corpusbased instruction has little explored whether corpus-based instruction can reinforce English Foreign Language (EFL) learners’ critical literacy. This chapter builds on research and practices that explore how corpus-based teaching may enhance learners’ critical literacy skills, ofering recommendations to teachers of English as a foreign language. The main features of critical literacy teaching are presented, and consideration is given to tools and techniques through which educators can encourage EFL learners to critically look at authentic language data and question both the language and the reality they are exposed to, afecting or enabling social change. Chapter 13 Linking Criticality and Creativity: Engagement With Literary Theory in Middle Grades English Education............................................................................................................................................. 261 Jessica Allen Hanssen, Nord University, Norway Maja Henriette Jensvoll, Nord University, Norway



This chapter provides specifc examples of how current English teaching practices can further engage what can be seen as an interpretative and creative link between comprehension, opinion formation, and language production. Based on awareness of English Language Teaching (ELT) trends in Nordic textbooks and national curricula, with particular respect to curricular developments and trends in Norway and in other Nordic countries, the authors propose specifc changes to the subject contents of English education to better prepare future teachers for the exciting prospects of integrating multiliteracy in their lessons through a new emphasis on criticality. To this efect, this chapter provides a new practical model that can help streamline the sprawling interdisciplinarity of critical theory into a manageable and readily applicable context for working with literature during English lessons. Chapter 14 Critical Literacy and Genre Pedagogy: Supporting Inclusion, Subverting Bias................................. 288 Jennifer Duggan, Norwegian University of Science and Technology, Norway This chapter helps teachers use genre for efective language learning in the increasingly linguistically and culturally diverse 21st-century language classroom. The chapter provides an overview of the history of the term genre across various academic disciplines and explains why critical knowledge of genres is a key literacy in the 21st century. It discusses current trends of use of genre in the language classroom and gives tips on how to use genre responsibly with multicultural, multiliterate, multilingual students, focusing in particular on the usefulness of critical literacy in linguistically and culturally diverse language classrooms. The chapter also highlights ways in which teachers can use genres to empower minority students—including those belonging to a linguistic minority—and to counteract bias in their classrooms. Chapter 15 Assessment of EAP Literacies in Diverse and Multilingual Classrooms............................................ 309 Poonam Anand, University of Bahrain, Bahrain

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Older views of the English for Academic Purposes Literacies (EAPL) assessment have been in line with the assessment of the four-skills second language (L2) competencies. However, the new understanding is that literacy is not just a cognitive competence of reading and writing but also a set of other purposeful social processes. This understanding makes EAPL assessment multifaceted by calling upon a set of supra-linguistic behaviors, i.e., cognitive and social skills in addition to L2 competencies. This chapter starts with a brief history and the current state of theoretical constructs (of what is actually assessed) of EAPL assessment. It then centers its discussion on diferent academic literacies models, and the critical issues in measuring EAPL. The author highlights diferent strategies for planning assessment in the practical applications of academic literacies constructs. The chapter ends with the presentation of useful steps in creating EAPL assessments.



Section 4 Cultivating Literacy Through Literature Section 4 stresses the pivotal role that incorporating literature—Western and non-Western—can play in enhancing students’ literacy skills in culturally and linguistically diverse classrooms. The chapters in this section provide a thorough overview of the use of literary texts as pedagogy for literacy learning. They also ofer practical classroom applications in which literature can promote literary and literacy development in children. Chapter 16 Children’s Literature as Pedagogy: Learning Literacy Through Identity in Meaningful Communities of Practice...................................................................................................................... 329 Alicia Curtin, University College Cork, Ireland This chapter explores the use of children’s literature as pedagogy for literacy learning in diverse and multilingual classrooms. The author employs a sociocultural and relational understanding of literacy and learning to establish a theoretical framework for an approach that focuses on meaning-making, doing, and learning through stories as both a personal journey and a sociocultural practice. The complex sociocultural relationships between learning, literacy, identity, experience, power, agency, knowledge, value, success, and failure at the heart of the learning process remain central throughout this chapter. The reader is encouraged to consider their own life stories, experiences, defnitions, and understandings of learning and literacy and the impact these may have on the life stories, experiences, defnitions, and understandings of learning and literacy of the students in their care. Chapter 17 Using Literature Circles Instruction to Develop Reading Comprehension Skills............................... 348 Jing Zhao, Brighton High School, USA MaryAnn Christison, University of Utah, USA

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This chapter introduces readers to the interactive methodology of literature circles instruction. The chapter shows how this methodology is efective for the development of literacy skills for linguistically and culturally diverse groups of language learners. Literature circles instruction is supported by two key theoretical perspectives in second language acquisition, namely, sociocultural theory (SCT) and the basic tenets of reader-response theory. Also in this chapter is a brief overview of the research on literature circles instruction in two areas: (1) the development of reading comprehension skills and (2) the attributes of efective literature circles instruction, including a discussion of the issues related to the use of literary texts and the importance of student-led discussion groups. The second part of the chapter provides information for classroom practitioners, showing how the principles for literature circles instruction can be enacted in classrooms with diverse language learners. Chapter 18 Stories Make Readers: Enhancing the Use of Fictional Literature With Multilingual Students......... 368 Juli-Anna Aerila, University of Turku, Finland Merja Kauppinen, University of Jyväskylä, Finland Using literature in multilingual and second language classes promotes literacy skills and helps children to adapt to second language instruction. This chapter presents the theoretical framework and practical



implementations for enhancing the use of literature in multilingual environments employing Stories Make Readers (StoRe)–project as an example. StoRe concept helps to promote the use of fctional literature and to increase the reading materials and reading time at school and at home. An important aim is to ofer, in multilingual groups, reading materials that correspond to the reading abilities and interest of the readers, and to connect diferent collaborative, child-centered, and multidisciplinary activities in reading. The multilingual line of the StoRe project, called Creating Innovative Approaches to Language Education (IKI), identifes and promotes innovative models for the use and development of language in education and creates research-based, pedagogical maps that help teachers develop and improve their pedagogical practices. Chapter 19 East-Asian Philosophical Concepts as Analytical Framework for Interpreting Non-Western Images in Children’s Picturebooks...................................................................................................... 393 Ngoc Tai Huynh, University of Tasmania, Australia Angela Thomas, University of Tasmania, Australia Vinh Thi To, University of Tasmania, Australia In contemporary Western cultures, picturebooks are a mainstream means for young children to frst attend to print and start learning to read. The use of children’s picturebooks has been reported as supporting intercultural awareness in children. Multiliteracies researchers suggest that other theoretical frameworks should be applied in addition to the semiotic approach of interpreting picturebooks, especially picturebooks from non-Western cultures. This chapter theorizes how Eastern philosophical concepts infuence the meaning-making potential of illustrations in Eastern picturebooks. To do this, the authors frst discuss the cultural constraints when applying a contemporary semiotic framework in analyzing non-Western images. The authors introduce a framework developed based on philosophical concepts that have infuenced East-Asian art forms, particularly that of painting, to understand the Eastern artistic traditions. The chapter demonstrates how to apply this framework for interpretation of non-Western images to working with multicultural picturebooks. Section 5 Heritage Language Use and Family Literacy

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Section 5 discusses the challenges with which language instructors are faced when working with emergent literacy students in a language other than the dominant one and examines ways in which profciency and literacy skills in heritage language can be strengthened. The chapters in this section use examples from specifc linguistic and cultural backgrounds to illustrate concrete pedagogical applications in which educators can cultivate their students’ literacy skills through heritage language use. Chapter 20 Using Materials in Refugee and Immigrant Adults’ Heritage Languages in Instruction: Challenges and Guidance for Teachers and Tutors................................................................................................. 422 Fernanda Minuz, Independent Researcher, Italy Belma Haznedar, Boğaziçi University, Turkey Joy Kreeft Peyton, Center for Applied Linguistics, USA Martha Young-Scholten, Newcastle University, UK



There has been a shift in receiving countries and their education programs for adult immigrants around the world. A complete focus on immigrants’ cultural integration and learning of the language of the country has shifted to an understanding that supporting heritage language maintenance benefts adults with little or no formal schooling in that language, including a more nuanced sense of identity, stronger second language (L2) and literacy learning, and confdence in supporting the schooling of the younger members of their communities. Teachers and tutors need, but lack, professional development focused on implementing instructional approaches that incorporate this new focus and on using reading materials in learners’ languages. This chapter describes a new Online Heritage Language Resource Hub, which gives teachers, tutors, adult learners, and younger members of the community access to materials in hundreds of immigrants’ languages. It also provides teachers ways to use the reading materials in the Hub in their classes with adult learners. Chapter 21 A Holistic Approach to New Language and Literacy Development of Refugee Women: The Case of Syrians in Turkey............................................................................................................................. 448 Aydın Yücesan Durgunoğlu, University of Minnesota, Duluth, USA Maissam Nimer, Sabancı University, Turkey As the number of displaced people who need to learn the oral and written language(s) of their host communities increases, educators are faced with serious challenges. This chapter discusses some of these issues and ways to improve the language education of refugees, using as an example the case of Syrian women in Turkey with limited formal education. Good practices both at the program level and within particular instructional settings are outlined. At the program level, the authors suggest adopting a holistic approach; addressing challenges such as trauma, poverty, and unwelcoming social environment; ofering lifelong education in local centers; and training teachers. Within the educational settings, teachers should get to know the learners in all their diversity; build on existing strengths; ofer systematic, integrated instruction grounded in real-world needs and uses of language; consider both cognitive and afective dimensions of literacy; use technology; and facilitate language development through social interactions.

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Chapter 22 Initial Literacy Teaching of Indigenous Children: Designing Pedagogy for Urban Schools............... 472 Mayara Priscila Reis da Costa, Federal Institute of Education, Science, and Technology of Amapá, Brazil & University of Minho, Portugal Íris Susana Pires Pereira, Institute of Education, University of Minho, Portugal Silvia Lopes da Silva Macedo, French Guiana University, French Guiana This chapter presents a pedagogical design for the language and literacy learning of indigenous children within mainstream non-indigenous schools in the municipality of Oiapoque, located in the Federal State of Amapá, Brazil. It describes the linguistic and cultural diversity that characterizes the area followed by the outline of the key tenets underpinning the educational policy that frames language and initial literacy education in indigenous communities. The chapter then problematizes the case of migrant indigenous children in urban schools, where there is no specifc legal protection for their linguistic and literacy education. In response to this shortcoming, authors present a culturally and linguistically sustaining pedagogy based on the Linguistically Appropriate Practice method, aimed at guiding teachers to educate these children to become bilingual and proud of their cultural heritage. The design is innovative in the context of its application in Brazil and of potential relevance for similar contexts worldwide.



Section 6 Culturally and Linguistically Responsive Pedagogies Section 6 emphasizes the importance of fostering culturally and linguistically responsive pedagogies when working with students from diverse backgrounds. The chapters in this section discuss practical approaches that make use of students’ entire linguistic repertoires to illustrate how literacy skills can be fostered in culturally and linguistically diverse classrooms. Chapter 23 Linguistically-Responsive Literacy Pedagogies Across Primary and Secondary Classrooms............ 496 Earl Aguilera, California State University, Fresno, USA Ilana Greenstein, California State University, Fresno, USA Linda A. Shannon, California State University, Fresno, USA In this chapter, three educators outline a pedagogical framework for enacting Linguistically Responsive Literacy Pedagogies (LRLP), founded on the sociocultural dimensions of literacy, the multilingual realities of many contemporary educational settings, and the institutional e