文章基本信息
- 标题：Multiliteracies, Pedagogy, and Identities: Teacher and Student Voices from a Toronto Elementary Classroom
- 本地全文：下载
- 作者：Frances Giampapa
- 期刊名称：Canadian Journal of Education
- 印刷版ISSN：0380-2361
- 出版年度：2010
- 卷号：33
- 期号：2
- 出版社：Canadian Society for the Study of Education
- 摘要：
In this article, I draw on an ethnographic case study of one Toronto elementary
school, as part of a Canada]wide action research project: Multiliteracy Project
(www.multiliteracies.ca). I have explored how Perminder, a grade]4 teacher, developed
a multiliteracies pedagogy, drawing on her own and her studentsf identities and
linguistic and cultural forms of capital to create learning opportunities for all students
to access the English mainstream curriculum. Alternative pedagogical choices included
studentsf creation of multimodal dual language gidentity textsh (Cummins,
Bismilla, Cohen, Giampapa, & Leoni, 2005a), and identity work, expanding literacy
practices valued within Canadian classrooms. - 关键词：critical pedagogies; critical literacies; ESL; EAL; identities; MultiliteracyProject; urban schools
