자연주의적 탐구조사(Naturalistic Inquiry)

Imagined communities: Reflections on the origin and spread of nationalism

Discourse in the Novel

Speech Genres and Other Late Essays

Rabelais and His World.

As teachers seek to reflect children’s diverse experience in the subject matter they present and in the questions they explore, they must also embrace children’s multifaceted ways of knowing. Their major pedagogical challenge is to help children transform what they know into modes of representation that allow for a full range of human experience. In their lives outside of school, children ‘naturally move between art, music, movement, mathematics, drama, and language as ways to think about the world [...]. It is only in schools that students are restricted to using one sign system at a time.’ (Shortet al., 2000: 160). This study uses young children’s drawings about reading and writing as an innovative way of investigating their perceptions and understandings of literacy across the broad contexts of their lives. The study challenges the politics of classroom practices that privilege language-dependent modes of representation over other modes.

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Drawings as an Alternative Way of Understanding Young Children’s Constructions of Literacy

https://www.onlinelibrary.wiley.com/doi/pdf/10.1002/tesq.246

Multimodality: Out From the Margins of English Language Teaching

Children’s drawings about reading and writing have unrealized potential for helping uncover the literacy narratives students bring to school and use to make sense of reading and writing. In this article, we highlight how one boy’s drawing about literacy revealed his interpretation of his school’s policy on violence as a topic of writing, which tended to constrain his interest in writing. His drawing reinforced the importance of adopting multiple perspectives to interpret the various texts that students produce. Keywords: multiliteracies, children’s drawings, multimodal representations Les dessins d’enfants traitant de la lecture et de l’ecriture offrent un potentiel inexploite pour la decouverte des recits au sujet de la litteratie que les eleves apportent a l’ecole et dont ils se servent dans leur eveil a la lecture et a l’ecriture. Dans cet article, nous mettons en relief comment le dessin d’un garcon au sujet de la litteratie revelait son interpretation de la politique de son ecole sur la violence comme sujet de redaction, laquelle avait tendance a restreindre son interet pour la production ecrite. Son dessin renforce l’importance d’adopter des perspectives diversifiees lors de l’interpretation des divers textes que les eleves produisent. Mots cles : multilitteracies, dessins d’enfants, representations multimodales

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Uncovering Literacy Narratives Through Children's Drawings

Drawing on theoretical perspectives related to play and identity, play as a literary and social text, and multimodality, I present an analysis of a play narrative centred on the theme of playing house. The narrative exemplifies the interconnections between literacy and identity in the social and cultural world of a young girl growing up in a multilingual, multi-literate household in an inner-city area of a western Canadian city. The example brings to the forefront how systematic examinations of children’s play narratives have the potential to contribute to current thought on literacy learning and self-construction in early childhood. Understanding the imagined identities children portray in play may be particularly revealing in terms of understanding how they position themselves in the world.

Playing house: A ‘sideways’ glance at literacy and identity in early childhood:

This Ugandan ‐ based study examined how visual modes of communication provide insights into girls’ perceptions of literacy, and open broader dialogues on literacy, women, and development. Twenty ‐ nine primary school girls used drawing and 15 secondary school girls used photography to depict local literacy practices in relation to their own lives and experiences. The images they captured provide a window on the interface between local and global literacy practices, and the “freedoms” (Sen, 1999) associated with literacy. Drawing and photography move beyond language to make visible the barriers that have historically marginalized and excluded girls from full participation in the development process. Key words: visual representations, literacy, girls, international development, Uganda Cette etude menee en Ouganda montre comment des modes de communication visuels permettent de mieux comprendre les perceptions qu’ont les fillettes de la litteratie et favorisent le dialogue sur la litteratie, les femmes et le developpement. Vingt ‐ neuf ecolieres du primaire et quinze du secondaire ont illustre, les premieres par des dessins, les secondes par des photos, des methodes de litteratie locales en lien avec leur propre vie et leurs propres experiences. Ces images montrent l’interface entre les methodes de litteratie locales et internationales et les « libertes » (Sen, 1999) associees a la litteratie. Au ‐ dela du langage, les dessins et les photos rendent visibles les obstacles qui ont depuis toujours marginalise les filles et les ont exclues d’une pleine participation au processus de developpement. Mots cles : representations visuelles, litteratie, filles, developpement international, Ouganda

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Maureen Kendrick

Papers

Drawings as an Alternative Way of Understanding Young Children’s Constructions of Literacy

Multimodality: Out From the Margins of English Language Teaching

Uncovering Literacy Narratives Through Children's Drawings

Playing house: A ‘sideways’ glance at literacy and identity in early childhood:

Girls’ visual representations of literacy in a rural Ugandan community