Reflections on Implementation

Flexibility is an important key to have as a classroom teacher. I thought I was a flexible teacher until the spring of 2020. I have stretched and stretched my teaching plans this school year to adapt to the ever-changing demands of being an English Language Development (ELD) teacher during a pandemic. This flexibility pertains to the planning of my original implementation plan for this blog as it, too, has been modified. In reviewing my implementation plan, I have changed most everything I originally planned. In this final blog post, I will address my implementation plan, strengths, and weaknesses of the format. I will also examine what I learned about supporting digital and multimodal literacies with emergent bilinguals. 

I originally outlined my PEDDL draft plan (November 7) to include second-grade standards with one of my ELD small groups. I had planned to see my second-grade group during our first week of in-person learning.  It was during this time that I was going to have my students download the ChatterPix Kids app due to bandwidth issues with hotspots at home. However, due to COVID related issues, I was needed as a substitute in other classrooms.  I was not able to meet with my second-grade group to download the app.  

We only were in-person learning for one week and then returned to virtual learning due to an increase in COVID cases in our county. When we returned to virtual learning, the district implemented a different schedule. I needed to change my groups again in order to accommodate classroom teachers. This was not the biggest obstacle.  Reliable connectivity is the most difficult obstacle to overcome, and one that is out of my control. In looking at my groups, the most consistent group with reliable internet was a first-grade group. I also had these same students last year when I taught kindergarten. I decided to implement my new PEDDL plan with this group. 

The strength of my PEDDL plan was aligning what we were doing to meet first-grade standards. I scaffolded teaching the main idea to text by including many pictures for students to talk about and explain their thinking before applying the concept to texts. I chose chameleons as our topic. I wanted to use a creature my students did not know much about. I included a digital non-fiction book about chameleons and a video of a fiction text, The Mixed-Up Chameleon , to support our understanding of the main idea. I incorporated a directed drawing of a chameleon and we added three details as a modified graphic organizer. My students loved this activity and were able to tell me three details about a chameleon from the text (eyes move in different directions, fast tongue, changes colors). They were able to identify these details in our fiction video. With guidance and support, they were also able to explain the main idea with details about The Mixed-Up Chameleon.

A weakness of my plan was that I did not identify what my students wanted to learn more about. Chameleons was my topic; not theirs. Although they were engaged, I think, if I had found out what they were curious to know more about, their feeling of ownership about the topic might have even been better. Furthermore, I used a short nonfiction passage for a read aloud to practice listening to find the main idea. The passage was about how police officers help others. This was not the best passage to use as they didn’t seem interested. Lastly, it would have been beneficial to include another mode for my students to communicate their knowledge about chameleons. The ChatterPix app would have been a great tool for this exploration. I have explored using it, and I think it is a very engaging tool.  

In order to strengthen future lessons, I decided to seek support from my colleagues. In speaking with them, I discovered they have some apps available on their Clever account that I do not, such as Book Creator. When I called our Information Technology department to check on my Clever account and missing apps, I was told that I was listed as staff, not a teacher. They fixed this to reflect my status as a teacher. The first- and second-grade teams use the digital platform SeeSaw, and we figured out how to add me as a teacher to their classroom accounts. This way I will be able to use SeeSaw as a tool to create lessons for the students I serve. I recommend collaborating with colleagues before implementing any new digital tools. Speaking with colleagues can provide insight into what they are using and springboard ideas for lessons. I also suggest to contact the Information Technology department before implementing new apps or digital tools. This will help clarify any potential issues before implementation. For my specific situation, I believe using a document camera to show the writing process (instead of my whiteboard) would be a beneficial tool for my students. I am currently looking into ways to obtain one at my house since I am working from home. 

Incorporating digital and multimodal literacies with emergent bilinguals requires planning for authentic experiences. These tools should be integrated and support what is occurring in the classroom. Although I was not able to integrate the ChatterPix app, I discovered my students are flexible and will take risks in a remote learning situation with unstable internet connection. They are open to new ways of learning, have embraced our virtual classroom, and accepted challenges along the way with grace. My goal is for my students and I to continue to be flexible during this difficult time and to explore new tools to create multimodal texts.

Planning for Opportunities

Providing authentic opportunities for students to create multimodal texts is a necessary part of curriculum planning to help increase student outcomes since “...being able to convey our thoughts through a combination of modes has become an essential skill in order to fully participate in society” (Zammit, 2014, p. 31). For example, incorporating multimodal writing as part of the inquiry process with emergent bilinguals will benefit all students in a classroom since students will have an opportunity to collaborate. In a previous post ( November 7), I outlined my plan for implementation for disciplinary learning. When planning, I used the Planning Elementary Digitally Supported Disciplinary Literacy Framework (PEDDL) (Colwell, Hutchison, & Woodward, 2020). Frameworks help guide thinking and planning for generating multimodal texts. Using the PEDDL framework helped guide the process of including digital literacies for construction of multimodal texts. This is not the only framework available. The purpose of this blog is to outline a three-part planning framework for incorporating ways to create multimodal texts in the classroom with emergent bilinguals.

Castek & Manderino (2017) designed a three-part planning framework for integrating digital literacies into disciplinary learning. The framework includes: a) accessing and evaluating information, b) using and representing information, and c) producing and exchanging information. The framework is not designed to be used in chronological order. It is constructed to allow teachers flexibility when planning for including digital literacy.

In one part, planning how to access and evaluate information, a teacher should include opportunities for students to locate quality resources and evaluate them. Students need to be taught how to critically evaluate the resources found online to determine which information is from a credible source. There are digital tools that can help students and teachers organize sources found on the internet. One digital tool, TES Teach with Blendspace enables teachers and students to collect digital content in one space. Once collected, multimodal presentations can be created and shared. This website is free.

A second part, planning for using and representing information, a variety of sources should be considered and examined to construct and make meaning. Videos on YouTube, websites, images, text, and other information gathered from different platforms are digital resources in various modes students can access. Using “...disciplinary representations to construct new meanings” is an active process for students in which they can re-shape information to create their own way to express meaning (Castek & Manderino, 2017).

The third part, planning for producing and exchanging information, happens rapidly in the digital world. Students have a variety of ways to immediately express knowledge through videos, blogs, podcasts, social media, and other platforms. The ways in which students can share information is continually evolving. Teachers must be aware and adapt to their teaching practices to reflect the real-life experiences of students (Castek & Manderino, 2017).

This blog outlined a three-part planning framework for incorporating digital literacy into disciplinary learning. This is just one framework available for planning. When emergent bilinguals are given authentic tasks to create multimodal texts, opportunities for engagement in the classroom are created. Teachers must plan for these opportunities using a framework of their choice.

Castek, J. & Manderino, M. (2017). A planning framework for integrating digital literacies for

disciplinary learning. Journal of Adolescent & Adult Literacy, 60(6), 697-700.

https://dx.doi.org/10.1002/jaal.637

Colwell, J., Hutchinson, A., & Woodward, L. (2020). Digitally supported Disciplinary

Literacy for Diverse K-5 Classrooms. Teachers College Press.

Zammit, K. (2014). Creating multimodal texts in the classroom: Shifting teaching practices,

influencing student outcomes. In R. E. Ferdig & K. E. Pytash (Eds.), Exploring

multimodal composition and digital writing (pp. 169-185). IGI Global.

Disciplinary Literacy and Multimodal Writing with Emergent Bilinguals

What is disciplinary literacy and how does multimodal writing with emergent bilinguals fit within this definition? Disciplinary literacy encourages critical thinking of students by allowing them to “...use evidence and artifacts in each discipline to develop their own conclusions and relate their learning to real-life settings” (Colwell, Hutchison, & Woodward, 2020, p. 5). Using different modes in creating multimodal texts with emergent bilinguals can support their acquisition of content in a specific discipline. When teachers allow emergent bilinguals to have a choice in how to communicate their knowledge by using multimodal text, critical thinking and creativity are encouraged (Hasty & Fain, 2014).

In my previous post (November 14), I evaluated three different digital resources to promote creativity, collaboration, communication, critical thinking, and comprehension in the classroom. The purpose of this blog is to make a connection to my previous post by providing examples of how incorporating these five principles in disciplinary literacy in social studies and science encourages emergent bilinguals to make meaning.

Dalton (2014) explored creating multimodal texts in a fourth-grade diverse social studies class. Students were allowed the opportunity to use iPads to create multimodal texts to express their understanding of a unit on Colorado history. Students created multimedia to represent their knowledge through using multimedia poetry anthology, a historical image remix, and video narration as news reporters. Planning and layering the use of new digital tools created situations in which students used critical thinking skills in the creation of their text. Students also worked in pairs or groups when creating their representations. Although the students were expected to create each type of text, choice on the ways in which to represent meaning was given for each type. For example, the pictures to  or what facts to include for their voice recordings as news narrators were offered as choices. Students engagement in the project increased even when constrained choices were given.

Using language to express their ideas and understanding domain specific vocabulary in science classes can be challenging for emergent bilinguals. Many concepts and vocabulary terms can be abstract. At the same time, these students are navigating grammar and syntax in spoken and written form. Williams et. al (2019) incorporated using multimodal texts representation with 10 bilingual students in a fifth grade science class. These students worked in groups to explore a unit on forces in motion. The students were given an opportunity to use their knowledge to explain real-life examples. In one scenario, the students had to explain their understanding of why, when pulling a dollar bill quickly from under a stack of coins that was resting on top of a glass bottle, the bill detached while the other objects remained motionless. Students were given the inquiry question of  “Why did the coins stay on the bottle?”

Students worked in groups and used different modes such as gestures, verbal descriptions, drawings, and writings to explain their understanding. They were given a choice on which mode to represent their understanding of the concept. Students developed a better understanding of scientific understandings of complex terms when multiple representations were used to make and express meaning (Williams et al., 2019).

Although the examples in this post only included social studies and science, the same principles of creativity, collaboration, communication, critical thinking, and comprehension can be included in other disciplines. Students bring their own knowledge, values, and identities to create meaning (Shin, 2014). Emergent bilinguals can become designers and communicators by connecting new information to prior knowledge through the use of multimodal texts in different disciplines.

Colwell, J., Hutchinson, A., & Woodward, L. (2020). Digitally Supported Disciplinary Literacy for     Diverse K-5 Classrooms. Teachers College Press.

Dalton, B. (2014). Level up with multimodal composition in social studies. The Reading

 Teacher, 68(4), 296-302. https://doi.org/10.1002/trtr.1319

Hasty, M.M., & Fain, J. G. (2014). Emergent understandings: Multilingual fourth grade students generating close readings and multimodal responses to global and informational texts.Perspectives on Urban Education, 11(2), 10-20.

Shin, D.-s. (2014). Web 2.0 tools and academic literacy development in a US urbanschool: A case study of a second-grade English language learner. Language and Education, 28(1), 68-85. https://dx.doi.org/10.1080/09500782.2013.771653

Williams, M., Tang, K-S., & Won, M. (2019). ELL’s science meaning making in multimodal inquiry: A case-study in a Hong Kong bilingual school. Asia-Pacific Science Education, 5(3), 2-35. https://doi.org/10.1186/s4102-019-0031-1

Resource Evaluation

    Using a variety of digital tools to create multimodal texts is an important way to increase student engagement and motivation with emergent bilinguals. In a previous post (October 24), I described ways to create multimodal texts with emergent bilinguals using iPads and laptops. Using digital tools allows emergent bilinguals choice when expressing their knowledge. Creating multimodal texts using a variety of modes will increase motivation by allowing emergent bilinguals to see themselves as “...active creators and distributors of knowledge” (Johnson, 2014, p. 12). The purpose of this blog post is to evaluate three digital resources for creating multimodal texts with emergent bilinguals in promoting creativity, communication, collaboration, critical thinking, and comprehension. The three digital applications reviewed are StoryboardThat, Book Creator, and Chatterpix. 

StoryboardThat is a website for students to create digital storyboards. I discovered this tool since the district I work for made it available on our Clever accounts. It is free for “light usage” and is compatible with Google Classroom for importing class rosters. Teachers can assign storyboards to their students after they are imported into the application. Once a student opens the storyboard, three cells are automatically displayed. If more cells are needed, they can be easily added. There are a wide variety of scenes, characters, and other graphics for students to choose from to communicate different ideas. Pictures can be uploaded to use if needed. 

This program is easy and engaging to use. In my previous diverse kindergarten classroom, I had students use this tool on iPads and Chromebooks. I found students' stories became more complex as they explored the wide variety of available graphics. However, this can also be a drawback. Students can become so immersed in different graphics that the meaning of their story loses clarity. Although students were not able to collaborate in real time on each other's storyboards, they were inspired to collaborate with each other on what they were creating. StoryboardThat does not have a way to include videos, voice recordings, or a read aloud feature. Created storyboards can be downloaded and shared. Although it is easy to use, accessing the website on a laptop seems to be more user friendly than on an iPad.  See Figure 1 for an example of StoryboardThat. Figure 2 contains a completed storyboard example.

Book Creator is another website for creating stories. There is a free version available in which there is one library with a limit of 40 books. This application also has resources for teachers to create different multimodal texts types from pre-k through high school. This application supports creativity and critical thinking by having different modes for students to express ideas through text, images, audio, and video. Students are able to collaborate and create books in real time. Although the real time collaboration is part of the paid version, there is a free 90 day trial. However, a drawback for this application is the limit on the free version. A goal for my classroom is to use this tool during the second semester of school. This application seems easy for students to navigate. 

The books created on this application also have some of the same features as print books. For example, when pages are “turned”, they flip like reading a paper book. Book Creator supports emergent bilinguals by having the option to have a book read aloud. There is a virtual assistant and 27 languages to support the read aloud feature. This application is available on iPads or laptops. 

Chatterpix Kids is an app available for iPads and Google Play. This app allows students to upload an image and then manipulate the image to talk using their voice recording. This app is free but only available on iPads. This app supports creativity by allowing students to use images and their own voices to communicate knowledge. Although there is not real time collaboration available when using this app, students can still collaborate by sharing ideas when creating their Chatterpix. One drawback is the voice recordings on this app are only allowed to be 30 seconds long. Click here to see an example of Chatterpix Kids.

I will be using Chatterpix Kids in my implementation plan as the final artifact on our exploration of sharks. Students will make their Chatterpix based on the information we gather about sharks. This will foster critical thinking since they will have to decide on what picture to use, where to place the speaking part of the picture, and the facts to present in their voice recording.

The three applications outlined in this blog support emergent bilinguals in multimodal writing. Each one of the applications allows for students to be the communicator of their knowledge by using different modes to share information. Creating multimodal texts using digital tools allows emergent bilinguals to be active participants in expressing their knowledge by representing meaning through images, videos, and voice recordings. 

Figure 1 StoryboardThat.

Figure 2 Completed StoryboardThat.

Johnson, D. (2014). Reading, writing, and literacy 2.0: Teaching with online texts, tools and 

resources. Teachers College Press.

Multimodal Writing Implementation Plan

This blog outlines the implementation plan for including emergent bilinguals and using multimodal writing in a second grade English Language Development (ELD) classroom. In creating this plan, I reflected on the research and ideas I posted in previous blogs.  In order to create an effective implementation plan, I used the Planning Elementary Digitally Supported Disciplinary Literacy Framework (PEDDL) (Colwell, Hutchison, & Woodward, 2020). The PEDDL framework has six phases with guiding questions to help teachers prepare for digitally supported disciplinary literacy.  One key question the PEDDL framework outlines is the consideration of the core disciplinary practices supported by the standards. The disciplinary practice in this implementation plan is to recognize and comprehend multiple text types. The outline in this blog post includes the choice for standard alignment, topic, materials, and timeline for implementation.

I work in a large urban district. The District English Language Department outlines the standards for instruction in the pacing guide which we are to follow. This pacing guide closely aligns with what is expected in each grade level general education class. The second grade standard of finding the main idea and supporting details is the one outlined in the pacing guide. This is the reason the main idea standard was incorporated into our digitally supported disciplinary literacy journey. In reviewing the core disciplinary practice, recognizing and comprehending multiple text types, I added fiction and nonfiction texts. In reviewing the second grade standards, I also added a multimodal standard that supports what we will be creating.  The specific standards used are found in the infographic.  

The implementation plan for my second grade ELD students includes a topic of high interest chosen by them. In our first class meetings on-line, during get to know each other activities, I discovered the students were curious about sharks. They identified this animal as their favorite. Although they didn’t know a lot of information about sharks, they were excited and curious to know more. This is the reason I decided to focus on sharks in our digital disciplinary literacy exploration. Get ready for Shark Week in our second grade ELD class! In a previous post (October 17), I described how including families in literacy is an important aspect in literacy engagement. I realized in my draft implementation plan, this piece was missing. Although I am still deciding on the best way to include families, the current plan is to share our KWL chart with our families before, during, and after our disciplinary literacy journey.

In my draft PEDDL implementation plan, the materials chosen for this lesson only include digital formats. We are transitioning from distance learning to in-person learning in November.  This will not change the format of the materials chosen. I described in a previous post (October 24) how using digital tools, such as iPads and laptops, allows emergent bilinguals to express themselves with the use of different semiotic systems. Each second grade student has an iPad which they will bring to my classroom. They will access the books chosen for this lesson on the EPIC website. These texts include fiction, nonfiction, and audio books, as well as one shark blog. We will use digital graphic organizers to sort our information found in the multiple text examples. For our final artifact for the lesson, students will use Chatterpix to create a multimodal representation using pictures and voice recordings of the information they gathered from our digital graphic organizers. A suggestion from a colleague in reviewing my PEDDL plan was to include a lesson on using Chatterpix. This is now part of my implementation plan. The infographic shows the specific book links and Chatterpix link. 

Since we are on a hybrid school schedule (A/B), the timeline of implementation might have to be adjusted as we transition to in-person learning in November. With the return of students, I will only see groups two days a week instead of four. The current timeline is for these lessons to occur over three weeks. Week 1 will include a KWL chart and reading fiction and nonfiction texts. Week 2 will focus on a blog post about sharks and an audio book about a marine biologist. Week 3 will be the creation of our multimodal representation using Chatterpix and our digital graphic organizers we created. 

Once I begin implementing this plan, I will be reflecting on the strengths and weaknesses of incorporating multimodal writing with emergent bilinguals. My final blog entry will summarize my reflections, include what changes I would make, as well as suggestions for others. Shark Week, here I come!

Click to view my draft PEDDL Plan.

Colwell, J., Hutchison, A., & Woodward, L. (2020). Digitally supported disciplinary literacy for diverse         K-5 classrooms. Teachers College Press.

Creating Multimodal Texts with Emergent Bilinguals

Emergent bilinguals bring to the classroom their funds of knowledge represented in many different forms. Only focusing on one medium or dominant discourse as the way for emergent bilinguals to communicate their literacy knowledge can label them as underperforming (Falchi et al., 2014). Emergent bilinguals express their knowledge through the use of semiotic systems. These systems include visual, auditory, spatial, and gestures which are connected to their language and represent knowledge (Falchi et al., 2014). Creating multimodal texts through the use of digital tools and other semiotic systems allows emergent bilinguals the opportunity to share their funds of knowledge. These multimodal texts are ways the classroom and home environment can connect and encourages emergent bilinguals to express their individual identity and literacy knowledge.

            Using digital tools such as iPads and laptops in the primary classroom allows emergent bilinguals to express themselves through the use of PowerPoint, iMovie, iPhoto, and voice recordings. All levels of emergent bilingual students, including those who have limited English, are able to share their literacy knowledge when using digital tools. In one third-grade classroom in Canada with a wide array of multilingual backgrounds, students from Hungary, with limited English knowledge, used laptops to create multimodal texts of their favorite places within the school. They used laptops to include photos, emoji, icons, and voice recordings in a PowerPoint to share their experiences and knowledge. Teachers can help create classroom environments for students to use their language and express themselves by providing different multimodal opportunities. By creating this environment students develop a sense of agency and this promotes students’ literacy engagement (Netignioui et al., 2014).

IPads have many tools and apps for creating multimodal texts and is another way to use technology in the classroom. Using iPads allows students to interactively write, draw, produce movies, and use voice recordings to create eBooks. This allows young emergent bilingual children the opportunity to use multiple modalities to express knowledge (Rowe & Miller, 2016). Including families in the multimodal text process helps young emergent bilinguals reach higher literacy skills (Sujin & Song, 2019). Connecting home and school experiences in the classroom creates a culturally relevant environment and increases engagement in literacy activities. Using digital tools can expand the opportunities for emergent bilinguals to engage in the classroom by communicating their knowledge.

 Emergent bilinguals use other semiotic systems to show their knowledge when creating multimodal texts. These systems allow emergent bilinguals to express their knowledge in authentic ways. Incorporating oral storytelling, music, or visual art in a balanced literacy curriculum creates opportunities for emergent bilinguals to interpret and construct meaning. Emergent bilinguals show more engagement when there are opportunities to perform in open-ended ways and when their interests are included (Falchi et al., 2014).

When working with young emergent bilinguals, a broader view of how these students express literacy knowledge needs to be valued. A narrowly defined idea of literacy in the school setting by focusing only on a dominant discourse can lead to identifying emergent bilinguals as “at-risk” (Falchi et al., 2014). Incorporating authentic experiences for emergent bilinguals using home and school connections encourages literacy learning. Creating multimodal texts by including the use of digital tools and semiotic systems allows these students to express knowledge through a variety of modes of representation. Using multimodal texts allows these students voices to be a part of the classroom environment.

Click the link to see some ideas for creating multimodal texts with emergent bilinugals.

Creating Multimodal Texts

 

Falchi, L. T., Axelrod, Y., & Genishi, C. (2014). “Miguel es un artista”-and Luisa is an   

          excellent student: Seeking time and space for children’s multimodal practices. Journal    

          of Early Childhood Literacy, 14(3), 345-366.https://doi.org/10.1177/1468798413501185

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, 1-10. https://doi.org/10.3389/fpsyg.2014.00533

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.

Sujin, K. & Song, K. H. (2019). Designing a community translanguaging space within a 

            family literacy project. The Reading Teacher, 73(3), 267-279.             

            https://doi.org/10.1002/trtr.1820

 

Family Involvement and Emergent Bilinguals’ Meaning Making Through Multimodal Writing

Including families in school experiences such as parent conferences, class parties, field trips, and as classroom volunteers are traditional ways schools involve families. However, for those families whose home language is other than English, these school functions can be alienating. All families, regardless of their background, have a profound impact on their children's education. Including all families by connecting school experiences and home life is a way to increase literacy skills. Teachers must include families in authentic ways to help build trusting and collaborative relationships which honor linguistic and cultural differences (Johnson, 2014). A way to create positive relationships with emergent bilinguals and their families is to incorporate multimodal writing as a springboard to connect school and home experiences. Multiple modes of expression include such as audio, visual, digital, and linguistic features. These can deepen meaning making (Nunez, 2019). This can be done through digital storytelling, using photography, and creating multimodal storybooks. 

Digital storytelling is an authentic experience emergent bilinguals can use to connect their culture to the classroom to share with others. When teachers use different types of mediums by combining them, this deepens meaning. In digital storytelling, these different mediums can include pictures, icons, voice, cartoons, and text. Using different mediums helps students fit new information into their current funds of knowledge (Johnson, 2014). 

There are many different types of technology tools to choose from when creating a digital storytelling project. VoiceThread, SeeSaw, and Storyboard That are a few free options to choose from the wide variety available. A key consideration to think about when creating a digital storytelling project is to have students use photos from home. This allows the home culture to be represented in the classroom and builds relationships and classroom community. When creating this project, first model the entire process of the digital storybook making to students. Also, allow students to work in pairs to help encourage collaboration and sharing of knowledge with each other during the process. When the project is complete, provide opportunities for family members to view and comment on their child’s digital story. This could be by providing a link and instructions on how to view it. 

 I discussed in my last post how photography encourages translanguaging in emergent bilinguals. Incorporating photography also helps to create a school-home connection. When students are given the opportunity to use photographs as the centerpiece of their writing, they use academic language to explain their experiences (Ghiso, 2013). Allowing students to use photographs of what is important to them in their immediate community encourages them to rely on their funds of knowledge to create and extend their understanding of literacy. 

Storybook making is an authentic way to honor the linguistic and cultural heritage of emergent bilinguals in a school setting. By allowing children to use their voices through multimodal storybook making, it empowers them to share their perspectives and construct meaning through their own learning (Streelasky, 2020). Incorporating the experiences at school or at home into a book, such as playing on the playground, snack time, or peer interactions allows them to create authentic texts about situations that matter to them. When creating these storybooks, use both the home language and English to honor the linguistic knowledge of the student and their home. Allowing these storybooks to be shared with other classmates and their families allows students to be involved in their own learning. The sharing of experiences can expand both the teachers’ and families’ understanding of each other (Nunez, 2019).

            Family involvement in a child’s educational journey is critical. Families whose home language is not English should be included in their child’s school experiences. Not speaking more than one language shouldn’t be a barrier for teachers to involve emergent bilinguals’ families in the classroom community. Connecting school and home life through multimodal writing experiences is a way teachers and schools can build trusting relationships with all families. 

Click the link below to see a poster with some ideas for involving families!

Family Involvement

 

Ghiso, M. P., Martinez-Alvarez, P., & Dernikos, B. P. (2014). Writing from and with community 

knowledge: First-grade emergent bilinguals’ engagements with technology-integrated 

curricula. In R. E. Ferdig & K. E. Pytash (Eds.), Exploring multimodal composition and 

            digital writing (pp. 169-185). IGI Global
Johnson, D. (2014). Reading, Writing and Literacy 2.0: Teaching with Online Texts, Tools and 

Resources. Teachers College Press.
Nunez, I. (2019). “Le hacemos la lucha”: Learning from Madres Mexicanas’ multimodal 

approaches to raising bilingual, biliterate children. Language Arts, 97(1), 7-16.
Streelasky, J. (2020). Creating identity text with young children across culturally and 

linguistically diverse contexts. Journal of Early Childhood Research, 18(3), 243-258. 

https://doi.org/10.1177/147618X19898715