Considering Primary-Aged English-Language Learners’ Peripherality and Legitimacy in Multimodal Literacy Lessons

dc.contributor.authorBomphray, Alexandra
dc.contributor.supervisorTobin, Ruthanne
dc.contributor.supervisorPreece, Alison
dc.date.accessioned2013-05-03T18:51:08Z
dc.date.available2013-05-03T18:51:08Z
dc.date.copyright2013en_US
dc.date.issued2013-05-03
dc.degree.departmentDept. of Curriculum and Instructionen_US
dc.degree.levelDoctor of Philosophy Ph.D.en_US
dc.description.abstractThis dissertation presents findings from a six-month qualitative case study that carefully examined the use of a multimodal literacy approach (anchored in graphic novels) in a 3rd grade classroom made up of Spanish-speaking English language learners (ELLs). The multimodal teaching approach (anchored in graphic novels) served as a focusing lens in which to investigate the larger complexities of ELLs’ classroom membership and participation. The focus of the study was examining whether a multimodal literacy approach (anchored in graphic novels) can be used as an instructional tool to enhance ELLs’ perceptions of belonging and acceptance through enhanced participation. Multiple, multimodal opportunities were provided to ELLs to express their sense of belonging, sense of agency, and overall perceptions of acceptance. The findings indicate that multimodal literacy practices can increase ELLs’ peripherality in cognitively and socially complex tasks and that this enhanced peripherality can lead to successful participation and engagement in cognitively demanding and socially complex tasks. Additionally, findings suggest that ELLs’ successful participation and engagement in cognitively and socially demanding tasks, as a result of the use of multimodal literacy practices, leads to increased legitimacy and peripherality for these ELLs. The findings also provide insight into the best practices for implementing a multimodal literacy approach (anchored in graphic novels) into multilingual classrooms.en_US
dc.description.proquestcode0279en_US
dc.description.proquestcode0524en_US
dc.description.proquestemailbomphray@uvic.caen_US
dc.description.scholarlevelGraduateen_US
dc.identifier.urihttp://hdl.handle.net/1828/4595
dc.languageEnglisheng
dc.language.isoenen_US
dc.rights.tempAvailable to the World Wide Weben_US
dc.subjectEnglish language learnersen_US
dc.subjectClassroom Membershipen_US
dc.subjectMultimodal Literacyen_US
dc.subjectElementary Literacyen_US
dc.subjectPeer Acceptanceen_US
dc.titleConsidering Primary-Aged English-Language Learners’ Peripherality and Legitimacy in Multimodal Literacy Lessonsen_US
dc.typeThesisen_US

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