Multilingual Multiliteracies Pedagogy in Two-Way Immersion Classrooms: Towards Collaborative (Trans)Languaging Space.

다국어 초록 (Multilingual Abstract)

This ethnographic case study explores how implementing multilingual multiliteracies pedagogy can (re)structure classroom language space and impact the teaching and learning practices of teachers and students in K-2 Spanish/English two-way immersion classrooms. As linguistic and cultural diversity is becoming ever more important in schools as a result of globalization, increase in cross-border connections, and increased student mobility, bi/multilingualism continues to gain ground. Despite these growingly documented bi/multilingual practices, many educational spaces continue to be dominated by monolingual ideologies and practices (Piccardo, 2018; Lin, 2020). Strict language separation policies in two-way immersion programs have come into question by scholars as it reflects ideologies of double monolingualism (Jorgensen, 2008) and fail to recognize the sociolinguistic realities of bilingual students (Heller, 1995; Garcia & Lin, 2017). In response to the need to develop multilingual spaces where the dynamic nature of bilingualism can be recognized, this dissertation study addresses the potential and possibility of incorporating multilingual multiliteracies pedagogy to create and foster a flexible educational space in a two-way immersion context that affirms and leverages bi/multilingual students’ full linguistic and cultural repertoires as resources in learning. This research focused on the following research questions: (1) What does multilingual multiliteracies pedagogy informed by a critical multilingual language awareness (CMLA) framework look like in two-way immersion classrooms? How can multilingual multiliteracies projects impact classroom languaging and students’ do(ing) being bilingual? (2) How do educators in two-way immersion classrooms structure classroom language space while implementing multilingual multiliteracies pedagogy? How do educators make sense of their own and students’ language practices through their engagement in multilingual multiliteracies projects? Teachers and students engaged in multilingual multiliteracies pedagogy project over two years that included multilingual multimodal activities and collaborative bookmaking. Critical discourse analysis and thematic analysis of the classroom data reveal how teachers exercised agency and used translanguaging pedagogy and multiliteracies pedagogy to create an inclusive learning space, and how these facilitated students’ language learning. Additionally, the case findings point to how engaging in a multilingual multiliteracy pedagogy project can create opportunities for students to develop critical multilingual language awareness and positive bi/multilingual identity. This study provides theoretical, methodological, and pedagogical insights that will help researchers and practitioners to create more equitable and integrated learning spaces for all learners in two-way immersion contexts.