Print Literacy Humiliation: Translanguaging and emotions with newcomer children

Authors

  • Katie Brubacher OISE

DOI:

https://doi.org/10.20360/langandlit29529

Keywords:

emotion, affect, translanguaging, print literacy, elementary, multilingual

Abstract

Emotions not only take us deeper in but also reveal larger political and historical structures that dominate how the Grades 4 to 6 newcomers with emerging print literacy in this study shape their literacy practices. Following a humanizing approach, I conducted three qualitative, critical case studies in Ontario urban schools. Data collection tools included in this article include plurilingual texts, focus group interviews and field notes. Through a thematic deductive analysis, themes emerged such as desire and written English, and print literacy humiliation. Moving away from historically oppressive, English-only structures in the classrooms, created more excitement and pride around writing and language.

Author Biography

Katie Brubacher, OISE

Katie Brubacher is a PhD candidate in Language and Literacy Education in the Department of Curriculum, Teaching and Learning at OISE. She has been as elementary teacher for fifteen years in Ontario school. Her research interests include the experiences of newcomers in elementary schools especially those who arrive in middle and upper elementary not having learned about print literacy in any language. Approaching research from a humanizing perspective where participants are included in the research process is of particular interest to Katie. Her research is supported by funding from the Social Sciences and Humanities Research Council of Canada.

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Published

2022-08-19

How to Cite

Brubacher, K. (2022). Print Literacy Humiliation: Translanguaging and emotions with newcomer children. Language and Literacy, 24(2), 133–152. https://doi.org/10.20360/langandlit29529

Issue

Vol. 24 No. 2 (2022): Regular Issue

Section

Articles

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