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Kamusta! Hello! Bonjour! Welcome to a resource for teachers who are dedicated to supporting their multilingual students in the 21st century. Click on "Learn more" as I explain the significance of technology and how it can be used to foster multilingual literacies. 

Multimodal Literacies

Student Identity

Home- School Connections

Funds of Knowledge

Multilingual Audiences

Challenges

References

References

Anderson, J., Chung, Y. C., & Macleroy, V. (2018). Creative and critical approaches to language learning and digital technology: findings from a multilingual digital storytelling project. Language and Education, 32(3), 195-211.

Castaneda, M. E. (2013). I am proud that I did it and it’sa piece of me”: Digital storytelling in the foreign language classroom. Calico journal, 30(1), 44-62.

 

Cummins, J., Hu, S., Markus, P., & Kristiina Montero, M. (2015). Identity texts and academic achievement: Connecting the dots in multilingual school contexts. TESOL quarterly, 49(3), 555-581.

 

Flewitt, R., Messer, D., & Kucirkova, N. (2015). New directions for early literacy in a digital age: The iPad. Journal of Early Childhood Literacy, 15(3), 289-310.

 

Molyneux, P., & Aliani, R. (2016). Texts, talk and technology: the literacy practices of bilingually-educated students. Trabalhos em Linguística Aplicada, 55(2),2.

 

Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into practice, 31(2), 132-141.

Gronn, D., Scott, A., Edwards, S., & Henderson, M. (2014). ‘Technological me’: young children’s use of technology across their home and school contexts. Technology, Pedagogy and Education, 23(4), 439-454.

 

Ntelioglou, B. Y., Fannin, J., Montanera, M., & Cummins, J. (2014). A multilingual and multimodal approach to literacy teaching and learning in urban education: A collaborative inquiry project in an inner city elementary school. Frontiers in psychology, 5, 533.

Park, H. R., & Kim, D. (2016). English language learners' strategies for reading computer-based texts at home and in school. calico journal, 33(3).

 

Rowe, L. W. (2018). Say it in your language: supporting translanguaging in multilingual classes. The Reading Teacher, 72(1), 31-38.

 

Rowe, D. W., & Miller, M. E. (2016). Designing for diverse classrooms: Using iPads and digital cameras to compose eBooks with emergent bilingual/biliterate four-year-olds. Journal of Early Childhood Literacy, 16(4), 425-472.

 

Shin, D. S., & Seger, W. (2016). Web 2.0 technologies and parent involvement of ELL students: An ecological perspective. The Urban Review, 48(2), 311-332.

 

Song, K. (2016). “Okay, I will say in Korean and then in American”: Translanguaging practices in bilingual homes. Journal of Early Childhood Literacy, 16(1), 84-106.

 

Souto‐Manning, M. (2016). Honoring and building on the rich literacy practices of young bilingual and multilingual learners. The Reading Teacher, 70(3), 263-271.

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