Representing identity: the importance of literature and the translanguaging space for EAL/D early years literacy learning

Janet Dutton; Kathy Rushton

doi:10.3390/educsci13060569

Representing identity: the importance of literature and the translanguaging space for EAL/D early years literacy learning

Janet Dutton^*, Kathy Rushton

^*Corresponding author for this work

Macquarie School of Education

Research output: Contribution to journal › Article › peer-review

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Abstract

Quality literature is a natural fit when choosing resources to support learning in early years settings. This qualitative research reports how literary texts can be used to foster EAL/D students’ poetry writing and represent their identity. During professional learning, teachers were supported to select a range of engaging literary texts and design quality literacy experiences focused on thirdspace drama and other creative strategies. Students were afforded agency to respond to the texts and then employed Janks’ redesign cycle to craft identity text poems using their home language(s) and English. The lesson sequence generated a creative translanguaging space, and the poems highlight the richness of the students’ stories and give voice to their distinctive views of self and the world.

Original language	English
Article number	569
Pages (from-to)	1-21
Number of pages	21
Journal	Education Sciences
Volume	13
Issue number	6
DOIs	https://doi.org/10.3390/educsci13060569
Publication status	Published - Jun 2023

Bibliographical note

Copyright the Author(s) 2023. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.

Keywords

literacy
literature
English teaching
translanguaging
drama pedagogy
early years
identity
professional learning
translanguaging space
poetry
drama strategies

Access to Document

10.3390/educsci13060569Licence: CC BY

Publisher version (open access)Final published version, 780 KBLicence: CC BY

Cite this

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title = "Representing identity: the importance of literature and the translanguaging space for EAL/D early years literacy learning",

abstract = "Quality literature is a natural fit when choosing resources to support learning in early years settings. This qualitative research reports how literary texts can be used to foster EAL/D students{\textquoteright} poetry writing and represent their identity. During professional learning, teachers were supported to select a range of engaging literary texts and design quality literacy experiences focused on thirdspace drama and other creative strategies. Students were afforded agency to respond to the texts and then employed Janks{\textquoteright} redesign cycle to craft identity text poems using their home language(s) and English. The lesson sequence generated a creative translanguaging space, and the poems highlight the richness of the students{\textquoteright} stories and give voice to their distinctive views of self and the world.",

keywords = "literacy, literature, English teaching, translanguaging, drama pedagogy, early years, identity, professional learning, translanguaging space, poetry, drama strategies",

author = "Janet Dutton and Kathy Rushton",

note = "Copyright the Author(s) 2023. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.",

year = "2023",

month = jun,

doi = "10.3390/educsci13060569",

language = "English",

volume = "13",

pages = "1--21",

journal = "Education Sciences",

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AU - Rushton, Kathy

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PY - 2023/6

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N2 - Quality literature is a natural fit when choosing resources to support learning in early years settings. This qualitative research reports how literary texts can be used to foster EAL/D students’ poetry writing and represent their identity. During professional learning, teachers were supported to select a range of engaging literary texts and design quality literacy experiences focused on thirdspace drama and other creative strategies. Students were afforded agency to respond to the texts and then employed Janks’ redesign cycle to craft identity text poems using their home language(s) and English. The lesson sequence generated a creative translanguaging space, and the poems highlight the richness of the students’ stories and give voice to their distinctive views of self and the world.

AB - Quality literature is a natural fit when choosing resources to support learning in early years settings. This qualitative research reports how literary texts can be used to foster EAL/D students’ poetry writing and represent their identity. During professional learning, teachers were supported to select a range of engaging literary texts and design quality literacy experiences focused on thirdspace drama and other creative strategies. Students were afforded agency to respond to the texts and then employed Janks’ redesign cycle to craft identity text poems using their home language(s) and English. The lesson sequence generated a creative translanguaging space, and the poems highlight the richness of the students’ stories and give voice to their distinctive views of self and the world.

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KW - literature

KW - English teaching

KW - translanguaging

KW - drama pedagogy

KW - early years

KW - identity

KW - professional learning

KW - translanguaging space

KW - poetry

KW - drama strategies

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ER -

Representing identity: the importance of literature and the translanguaging space for EAL/D early years literacy learning

Abstract

Bibliographical note

Keywords

Access to Document

Other files and links

Fingerprint

Without my language, I’m a broken tree’: Nurturing thirdspace translanguaging pedagogy in culturally diverse classrooms

Embracing home languages: fostering identity through translanguaging poetry pedagogy

Drama pedagogy: subverting and remaking learning in the thirdspace

Using the translanguaging space to facilitate poetic representation of language and identity

'Tell me your story': developing creative classrooms

Cite this

Representing identity: the importance of literature and the translanguaging space for EAL/D early years literacy learning

Abstract

Bibliographical note

Keywords

Access to Document

Other files and links

Fingerprint

Activities

Without my language, I’m a broken tree’: Nurturing thirdspace translanguaging pedagogy in culturally diverse classrooms

Embracing home languages: fostering identity through translanguaging poetry pedagogy

Research output

Drama pedagogy: subverting and remaking learning in the thirdspace

Using the translanguaging space to facilitate poetic representation of language and identity

'Tell me your story': developing creative classrooms

Cite this