Trilingual Families’ Literacy Practices with Implications for Classroom Teachers: Through the Experience of Manuscript Writing as Student Researchers
Disciplines
Bilingual, Multilingual, and Multicultural Education
Abstract (300 words maximum)
Immigrant families extreme lack of support on all fronts, especially when it comes to trilingual/multilingual literacy practices at schools. Due to lack of resources, it is challenging for families and teachers alike to aid in the students’ literacy development in all languages involved. We need to learn more about effective familial literacy practices that can be conducted by any public-school teacher, and replicable by parents at home. The purpose of this presentation is to explore the process of creating a manuscript and being published through the lens of undergraduate and graduate researchers.
In this presentation, we discuss the process of writing a manuscript aimed to help public-school teachers provide as much literary support to multilingual students in the classroom. Typically, in American schools, English is the only language of interest when it comes to literacy. The goal of this study is to create a greater understanding of various languages among public-school teachers and the best way to practice literacy of heritage languages at school in addition to literacy at home. Additionally, we look into ways that teachers can communicate to the parents of the multilingual students the several literacy practices that are the most efficient in the classroom that can also be managed at home. The expected result of this manuscript is for teachers to adopt literacy practices in the classroom and become knowledgeable in multilingual literacy they can apply to their practice.
This presentation will benefit students looking to publish their research by explaining the process of publishing, from the perspective of an undergraduate researcher. The study itself will benefit teachers looking to make their classroom more inclusive and become a pillar for immigrant families to rely on for language and literacy development in heritage languages in public schools.
Academic department under which the project should be listed
BCOE - Inclusive Education
Primary Investigator (PI) Name
Jayoung Choi
Trilingual Families’ Literacy Practices with Implications for Classroom Teachers: Through the Experience of Manuscript Writing as Student Researchers
Immigrant families extreme lack of support on all fronts, especially when it comes to trilingual/multilingual literacy practices at schools. Due to lack of resources, it is challenging for families and teachers alike to aid in the students’ literacy development in all languages involved. We need to learn more about effective familial literacy practices that can be conducted by any public-school teacher, and replicable by parents at home. The purpose of this presentation is to explore the process of creating a manuscript and being published through the lens of undergraduate and graduate researchers.
In this presentation, we discuss the process of writing a manuscript aimed to help public-school teachers provide as much literary support to multilingual students in the classroom. Typically, in American schools, English is the only language of interest when it comes to literacy. The goal of this study is to create a greater understanding of various languages among public-school teachers and the best way to practice literacy of heritage languages at school in addition to literacy at home. Additionally, we look into ways that teachers can communicate to the parents of the multilingual students the several literacy practices that are the most efficient in the classroom that can also be managed at home. The expected result of this manuscript is for teachers to adopt literacy practices in the classroom and become knowledgeable in multilingual literacy they can apply to their practice.
This presentation will benefit students looking to publish their research by explaining the process of publishing, from the perspective of an undergraduate researcher. The study itself will benefit teachers looking to make their classroom more inclusive and become a pillar for immigrant families to rely on for language and literacy development in heritage languages in public schools.