Children as Co-ethnographers of their Plurilingual Literacy Practices: An Exploratory Case Study

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Gail Prasad

Abstract

Interdisciplinary childhood researchers have begun to advocate a shift from conducting research about children to engaging children themselves in the research process. In this article, I reflect on issues and insights that arose while working with grade 5 students as ethnographers of their own language and literacies practices over the course of a six-month transformative multiliteracies classroom intervention in a French school in Toronto, Ontario, Canada.  I describe this initial exploratory case study as a way of provoking discussion on ways we may re-envision plurilingual multiliteracies research with children as co-researchers.

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How to Cite
Prasad, G. (2013). Children as Co-ethnographers of their Plurilingual Literacy Practices: An Exploratory Case Study. Language and Literacy, 15(3), 4-30. https://doi.org/10.20360/G2901N
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