Rationale Behind the Module
In this section, a rationale for the use of an identity affirmation theme, identity texts, and the incorporation of technology is provided. The overall goal of the Our Stories learning module is to help my elementary-aged K-5 English Language Learners (ELLs) develop a positive personal and cultural identity. This identity then allows students to value their cultural narratives, build confidence, and contribute to their well-being and that of others (BC Ministry of Education, n.d.)
Identity Affirmation Theme
Affirming a person’s view of who they are is a powerful action. Kirkwood, Shulsky and Willis explain the first step in developing global citizens is to help “help young children understand themselves and their own families, communities, and cultures” (2014, p. 13). Norton explains that identity refers to how people understand their “relationship to the world” and “possibilities for the future” (1997, p. 210). Second language acquisition is beneficially influenced by the language learner having a positive identity of their self and their role in society (Norton Pierce, 1995). Cummins, Hu, Markus, and Montero argue that “issues related to identity negotiation, investment, and affirmation are directly related to patterns of achievement and underachievement among social groups” (2015, p.556).
This positive identity is also vital for generating motivational self-talk when faced with negative experiences of marginalization (Cervatiuc, 2009). Cummins and Early state, “the effects of racism in the wider society can be significantly ameliorated when the school implements instruction that affirms students’ identities and challenges the devaluation of students and communities in the wider society” (2015, p. 26). Cervatiuc also found that the good language learners in her study “constructed a powerful cultural hybrid cultural identity that combined elements of their first culture and those of their adoptive country” (Cervatiuc, 2009, p. 263). So, affirming ELLs understanding of themselves and the possibility of retaining aspects of their family culture with those of their country is a powerful way to help them face any negative experiences that may come from their status as an ELL. It can also help them acquire higher levels of proficiency in their second language
This positive identity is also vital for generating motivational self-talk when faced with negative experiences of marginalization (Cervatiuc, 2009). Cummins and Early state, “the effects of racism in the wider society can be significantly ameliorated when the school implements instruction that affirms students’ identities and challenges the devaluation of students and communities in the wider society” (2015, p. 26). Cervatiuc also found that the good language learners in her study “constructed a powerful cultural hybrid cultural identity that combined elements of their first culture and those of their adoptive country” (Cervatiuc, 2009, p. 263). So, affirming ELLs understanding of themselves and the possibility of retaining aspects of their family culture with those of their country is a powerful way to help them face any negative experiences that may come from their status as an ELL. It can also help them acquire higher levels of proficiency in their second language
Identity Texts
Identity texts are an effective tool that educators can use to affirm their students’ identities. Cummins et al. (2105) provide qualitative documentation of the transformative effects that the use of identity texts can have. Essentially students come to see themselves as more capable learners and their negotiated identities fuel “further literacy engagement” (Cummins et al., 2015, p. 577). The use of identity texts allows us to help children reflect on and study their own stories. They help us “create learning environments for literacy and language development that are culturally responsive, inclusive, and rich as a source for seeing the world from multiple perspectives” (Roessingh, 2018, p. 289).
Both Roessingh (2018) and Cummins et al. (2015) provide advice on using identity texts with elementary school ELLs. Cummins et al.’s (2015) framework acknowledges how societal power relations are played out in educational contexts. It includes scaffolding meaning, activating and building background knowledge and extending language through explicit instruction to promote engagement with literacy. All these suggestions are incorporated into the Our Stories module. Roessingh (2018) offers a method for using identity texts that implements what can be learned from literature. Her advice that is followed in the planning of this module is the use of informational texts to build tier 2, and tier 3 vocabulary and the use of engaging tasks like YouTube clips and websites can be used for recycling and extending vocabulary. Visual images of objects will be used to encourage personal connections. There is also a consideration for the use of dual-language writing when possible. As well, scaffolding is provided through templates and writing frames. |
Use of Technology
The Our Stories module uses technology in two main respects to develop media fluency and engage students. In the first three lessons, it is used as a tool for consuming media and information. In the last three lessons, it is used in the creation of a product. Crockett and Churches explain media fluency includes these two aspects “(1) listen and (2) leverage, both of which apply to a breakdown of both the medium and the message” (2017, p. 89). In Our Stories, students use videos, websites, blog posts, and online dual-language stories to analyze and understand biographical messages about diverse Canadians and world figures. They also consider medium and message in the construction of their own multimedia presentation. Multimedia literature assists students in affirming their own identity, and when they create it themselves, there is even more promotion of diversity appreciation and sense of identity (Roessingh, 2018).
Multimedia stories are used for both consumption and creation. Takacs, Swart, and Bus (2015) found that the utilization of multimedia stories had a positive and significant effect on the story comprehension and expressive vocabulary of elementary-school-aged children. Online dual-language books are one type of multimedia literature used in Our Stories since the “[u]se of a child’s native language in literacy instruction and oral language interventions can be helpful in improving reading and listening comprehension in a second language” (Walker, Adams, Restrepo, Fialko, & Glenberg, 2017, p.67). The use of technology in this module has even more benefits. Not only does it give more resources for students to explore and benefit from, but it also helps them become more engaged in the learning process (Kirkwood, Shulsky & Willis, 2014). Additionally, “[m]odern technologies provide children with an entry point for discovering the unique contributions of world cultures and help them build bridges across cultures in authentic and meaningful ways” (Kirkwood et al., 2014, p. 12). Media fluency, which is the analytic digestion and use of media, is an essential 21st-century learner skill that needs to be developed in our students (Crockett & Churches, 2017). The use of technology also helps develop skills that students will need for future learning. Blended learning is an increasingly popular method of learning at post-secondary institutions. It refers to a combination of learning with computer technology and face-to-face teaching, usually in two different locations with the technology portion happening in the learner’s own time (Hockly, 2018). This module not only combines the use of technology and face-to-face teaching, but there are also opportunities for students to use technology at home to supplement their learning. This opportunity is optional as not all elementary-aged children have the support to use technology on their own time. |