This volume offers an approach to language and literacy instruction that brings together theoretical concepts of multiliteracies and second language acquisition. This approach is illustrated through examples of innovative teacher-generated action research conducted in Indigenous and English, dual language and immersion classrooms, all situated in the context of language and cultural maintenance and revitalization. These examples of praxis help to bridge the gap between theory and practice in Indigenous language and literacy teaching.
The volume draws on critical theories of praxis and the concept of multiliteracies and multimodalities, with specific attention to the design cycle as a way to conceptualize and engage in praxis through research and pedagogy. The authors trace teacher trajectories relating to (language) teaching and their positionalities in language revitalization and maintenance efforts by using a participatory teacher action research approach. The final chapter brings together Indigenous and western onto-epistemological and methodological perspectives in a conversation among two western and an Indigenous scholar, who have been working together with the teacher-researchers whose stories are presented in this volume.
This volume is of interest to scholars, graduate students, educational practitioners and educational leaders interested in multiliteracies, multimodalities, teacher action research, and Indigenous pedagogies.
Author(s): Sabine Siekmann, Joan Parker Webster
Series: Educational Linguistics, 60
Publisher: Springer
Year: 2023
Language: English
Pages: 140
City: Cham
Foreword: Entangling Language, Culture, and Lifeworld in Indigenous Language Education
References
Acknowledgments
Contents
About the Authors
Abbreviations
List of Figures
List of Tables
Part I: Entangling Indigenous-Western Onto-Epistemological-Methodological Frameworks
Chapter 1: Entering the Field: Teachers Doing Research in Indigenous Classrooms
References
Chapter 2: Tracing the Development of an Indigenous-Western Pedagogy
2.1 The Entanglement of Indigenous and Western Ways of Being-Knowing-Doing
2.2 The Entanglement of Languages Literacies Pedagogies
2.3 The Entanglement of Multilingualism and Multimodalities Within the Pedagogy of Multiliteracies
References
Chapter 3: Participatory Teacher Action Research as Design Process
3.1 Participatory Teacher Action Research
3.2 Participatory Teacher Action Research as Design Process
References
Part II: Stories of Praxis
Introduction to Part II: Context
References
Chapter 4: Multimodalities in Yup’ik Immersion
4.1 Wonderings
4.2 Available Designs
4.2.1 Yup’ik Ways of Being-Knowing-Doing
4.2.2 Multiliteracies-Multimodalities
4.2.3 Emerging Literacies
4.3 Designing
4.3.1 Sarah Designing
4.3.2 Sally Designing
4.4 Re-Designed
4.5 Summary
References
Chapter 5: Affordances of Visual Images in Dual Language Classrooms: Teachers and Students as Designers
5.1 Wonderings
5.2 Available Designs
5.2.1 Multiliteracies: Diversity and Multilinguality
5.2.2 Multimodalities as Integral to a Multiliteracies Pedagogy
5.3 Designing
5.3.1 Kayla Designing
5.3.2 Audra Designing
5.4 Redesigned
5.5 Summary
References
Chapter 6: Designing Past-Present-Future: Traditional Funds of Knowledge Through Modern Technology
6.1 Wonderings
6.2 Available Designs
6.2.1 Indigenous Ways of Being-Knowing-Doing
6.2.2 Multiliteracies: Multimodalities and Multilinguality
6.2.3 Technology as a Tool
6.2.4 Place Based Education
6.3 Designing
6.3.1 Natalie Designing
6.3.2 Sheila Designing
6.4 Redesigned
6.5 Summary
References
Chapter 7: Reclaiming and Reinventing Indigenous Ways of Being-Knowing-Doing
7.1 Wonderings, Rationale, Purpose
7.2 Available Designs
7.2.1 Indigenous Ways of Being, Knowing and Doing
7.2.2 Western Pedagogical Frameworks: Multiliteracies, PACE Model, and Task Based Language Teaching
7.3 Designing
7.3.1 Sondra Designing
7.3.2 Candace Designing
7.4 The Redesigned
7.5 Summary
References
Part III: Ciuliamta Uyangtakut as Praxis
Chapter 8: Toward Indigenizing Pedagogies in Western Schooling: A Conversation
8.1 Introducing Who We Are
8.1.1 Who We Are as Collaborators
8.2 Indigenous Ways of Being Knowing and Doing: Qasgiq and Yugtun Knowledge Systems
8.3 Language and Literacy Teaching and Learning: A Dialogue Between Yup’ik Pedagogy and the Pedagogy of Multiliteracies
8.4 Implications and Next Steps: Engaging in Praxis
References
