Funds of Knowledge
"Historically accumulated and culturally developed bodies of knowledge and skills essential for household and individual functioning and well-being" (Moll, 1992, p. 3)
Experts of Technology
Students may be familiar with certain technologies from their home. They may have experience using digital tools for entertainment, international networking, and/or viewing multilingual content. This is an opportunity for students to share their knowledge with peers and to you. They can become a resource for school learning and a connection to home.
Holders of Culture
When activities connect to the curriculum and students' lives they have a chance to create and delve into areas of interests. Moreover, families are a source of cultural knowledge and skills that can enrich a classroom. This knowledge can be drawn upon by other peers and the teacher. With technology, students have a way to share their culture and experiences. It is another way for them to express what they know. By acknowledging and using the students' linguistic and cultural capital, you are developing positive identities as they relate in the school and beyond.
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.
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.
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.
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.