“You have to start with what they know:” Cultivating genius and joy with multilingual adolescents

Author:

Zoeller Emily1ORCID

Affiliation:

1. Edgewood College in Madison Madison Wisconsin USA

Abstract

AbstractA historically responsive literacy (HRL) approach (Muhammad, 2020a, 2020b) fosters literary pursuits in learners, preparing them to transcend skill development and use literacy to shape a more just and compassionate world. Despite its transformative potential, not enough is known about HRL application with multilinguals, especially in secondary literacy settings. This study uses the HRL framework to explore the cases of six teachers and how they cultivate genius with their multilingual students. I analyze participant narratives and teaching examples from their bilingual settings, focusing on pedagogies of translanguaging and Transliteracy. Findings show how teachers centered students' strengths in language and literacy and this supported the development of skills and identity. Cultivating genius in students amplified joy for students and teachers. For equitable literacy instruction of multilinguals, teacher development must support pedagogy that builds on multilinguals' assets and engages multiple literary pursuits.

Publisher

Wiley

Reference54 articles.

1. Effective Literacy Instruction for Adolescents

2. What Matters Most? Toward a Robust and Socially Just Science of Reading

3. Remodeling dual language programs: Teachers enact agency as critically conscious language policy makers

4. Putting Muhammad's (2019) framework of historically responsive literacy to work in middle grades language arts;Benson K. L.;Middle Grades Review,2022

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