Multimodal storytelling as moments of critical literacy and multimodal composing in the ESL preschool classroom
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AuthorLópez Ladino, Monica María
Tipo de contenido
This qualitative study seeks to describe how multimodal storytelling can be utilized as a method to engage ESL Pre-K students at a private bilingual school in Medellin, Colombia in critical literacy practices and multimodal composing. The teacher researcher used multimodal storytelling to present stories that were used as bridges to connect students with the real world and bring cultural and social issues discussions into the classroom. Here lies the importance of working critical literacy to problematize stories and empower students to use the language to promote a change in the world. Four five-year-old children participated in this study. The instruments used to collect data were class audio records, class video records, children’s artifacts, and the teacher’s journal. The aim of this study is to identify specific teacher’s actions that create spaces for critical literacy, and to explore children’s literacy production when involved in multimodal storytelling and critical literacy. The ...
Inglés -- Enseñanza
Aprendizaje de una segunda lengua
Narración de cuentos
Métodos de enseñanza
Educación preescolar -- Medellín, Antioquia (Colombia)
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