This book shows how identity texts have engaged school students around the world. The term identity texts were first used in the Canada-wide Multiliteracies Project to describe a wide variety of creative work by students, led by classroom teachers: collaborative inquiry, literary narratives, dramatic and multimodal performances. The identity texts that were produced held up a mirror to the students which reflected their identities back to them in a positive light.
The book presents brief case studies of identity text construction by educators and students in schools in North, Central and South America, in Burkina Faso and Rwanda in Africa, and in Ireland. These models of effective and inspirational pedagogy can be readily replicated or adapted in multilingual classrooms anywhere.
Jim Cummins and Margaret Early describe the nature of identity texts and how they relate to broader orientations to pedagogy and discuss two pedagogical frameworks within which identity texts have been integrated. They elaborate on the central role of identity texts in bilingual instructional strategies and highlight future projects which were generated by brainstorming among the contributors to this volume.
Identity Texts is essential reading for everyone concerned with developing appropriate pedagogy for schools and for all who work with multilingual children.
Jim Cummins is Professor and Canada Research Chair in the Curriculum, Teaching and Learning department at the Ontario Institute for Studies in Education.
Margaret Early is Associate Professor in the Department of Language and Literacy Education at the University of British Columbia in Vancouver.
...has energized my thinking in this area. -- Stuart Scott * NATE Classroom *
|Authors' biographical statements||p. ix|
|A Note on Terminology||p. xiii|
|Frames of Reference: Identity Texts in Perspective||p. 21|
|'I'm not just a coloring person': Teacher and Student Perspectives on Identity Text Construction||p. 45|
|The Case Studies|
|Case Studies of Identity Text Creation||p. 61|
|Performing Identity Texts: A multilingual creative writing class in the State Prison of Oaxaca, Mexico||p. 63|
|Multilingual Identity Texts in the Library Curriculum||p. 67|
|Creating Picture Books and Performance as Identity Texts in a Core French Classroom||p. 72|
|Weaving Other Languages and Cultures into the Curriculum in International Primary Schools||p. 78|
|'We're just like real authors': The power of dual language identity texts in a multilingual school||p. 82|
|Identity Journals in Multicultural/Multilingual Schools in Greece||p. 88|
|Multi-Language IdentityTexts + Internet Technology: A Case Study in Guza, China||p. 97|
|'I Am Becoming More Intelligent Every Day': 'Non-native' English student teachers' liberating Identity Texts||p. 102|
|Getting Students to Document Linguistic Diversity||p. 107|
|The Multimodal Discursive Construction of a Dancer on YouTube as Identity Text||p. 111|
|Identity Affirmation through Story Writing||p. 115|
|Identity Texts in a Sister-Class Context: How are ELL students' voices heard?||p. 119|
|Drama as IdentityTexts in Ugandan HIV/AIDS Clubs||p. 126|
|Multilingualism as an Academic Resource||p. 130|
|Let Me (Re)tell You My Story: Creating trilingual identity texts at an orphanage school in Burkina Faso||p. 135|
|Quilting Our Communities: Creating personal and collective identity texts through the integration of the Arts in a Grade 3 class||p. 140|
|Identity Texts for Teacher Training in Multicultural Society||p. 145|
|Developing American Sign Language (ASL) Identity Texts||p. 149|
|'It really comes down to the teachers, I think': Pedagogies of choice in multilingual classrooms||p. 153|
|Table of Contents provided by Ingram. All Rights Reserved.|
Number Of Pages: 190
Published: 30th June 2011
Publisher: Institute of Education Press
Country of Publication: GB
Dimensions (cm): 24.4 x 17.2 x 1.1
Weight (kg): 0.35