'You Have to Start with What They Know:' Cultivating Genius and Joy with Multilingual Adolescents

Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: [email protected]; Web site: https://www.wiley.com/en-us

Y

13

Multilingualism; Literacy; Literacy Education; Second Language Learning; Skill Development; Guidelines; Teacher Attitudes; Secondary School Teachers; Code Switching (Language); Language Usage; Native Language; Multiple Literacies; Self Concept; Equal Education; Teaching Methods

10.1002/jaal.1340

1081-3004
1936-2706

A historically responsive literacy (HRL) approach (Muhammad, 2020a, 2020b) fosters literary pursuits in learners, preparing them to transcend skill development and use literacy to shape a more just and compassionate world. Despite its transformative potential, not enough is known about HRL application with multilinguals, especially in secondary literacy settings. This study uses the HRL framework to explore the cases of six teachers and how they cultivate genius with their multilingual students. I analyze participant narratives and teaching examples from their bilingual settings, focusing on pedagogies of translanguaging and Transliteracy. Findings show how teachers centered students' strengths in language and literacy and this supported the development of skills and identity. Cultivating genius in students amplified joy for students and teachers. For equitable literacy instruction of multilinguals, teacher development must support pedagogy that builds on multilinguals' assets and engages multiple literary pursuits.

As Provided

2024

EJ1421878