Toward a Participatory View of Early Literacies in Second Language Contexts: A Reflection on Research From Colombia

Toward a Participatory View of Early Literacies in Second Language Contexts: A Reflection on Research From Colombia

Claudia Cañas (Universidad Pontificia Bolivariana, Colombia), Ángela Patricia Ocampo (Universidad Pontificia Bolivariana, Colombia), Ana Karina Rodríguez (Universidad Pontificia Bolivariana, Colombia), Mónica López-Ladino (Universidad Pontificia Bolivariana, Colombia) and Raúl Alberto Mora (Universidad Pontificia Bolivariana, Colombia)
DOI: 10.4018/978-1-5225-7507-8.ch018

Abstract

This chapter will introduce a pedagogical framework to engage with literacy practices in early childhood contexts and English language learners (ELLs), based on the commonalities across three research studies carried out in three schools in Medellín, Colombia. In this chapter, we argue that developing strong pedagogical proposals for PreK-5 spaces entails breaking the traditional compartmentalization of children's practices between in or out of school and carefully integrating multimodality and critical literacy in our curricula. Besides the explanation of our pedagogical framework and its link to our current research, the chapter also provides some insights for early childhood teachers working with ELLs around the world to draw from these frameworks and transform their curricula. Although language context may differ, there are developmental commonalities across the board that practitioners and teacher educators can draw from, regardless of whether the children are in English-speaking contexts or not.
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Background: A Revised Conceptual Framework For Pre K-5 Children’S Literacy Practices

Our pedagogical framework weaves the main concepts that the first four authors have developed in their individual studies with a composite revision of the different articles all authors first reviewed separately. The composite framework from our studies calls for a new way to face literacies in early childhood contexts that transcend words to empower students’ voices in the classroom, as the main participants in the learning and teaching processes.

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