Claudia Cañas | UPB - Universidad Pontificia Bolivariana - Medellín (original) (raw)
Teaching Documents by Claudia Cañas
This is the syllabus for the course Communicative Competence in English. First semester.
This was the syllabus for the course Linguistics for English teachers in the Graduate specializat... more This was the syllabus for the course Linguistics for English teachers in the Graduate specialization in English Teaching at Universidad Pontificia Bolivariana.
Thesis Chapters by Claudia Cañas
This is a qualitative study with an ethnographic approach that explores children’s personal liter... more This is a qualitative study with an ethnographic approach that explores children’s personal literacies in two elementary schools in the city of Medellin, Colombia. Children, parents and teachers participated in this study. Data instruments comprised interviews, class observations and children’s artifacts. The conceptual framework is based on the idea that “Literacy is a social practice” (Street, 2003) and embraces concepts related with Multiliteracy, multimodality, literacy practices, literacy events and in- and out-of-school literacies which helped us construct our own understanding about personal literacy. One that takes into consideration that literacy can occur beyond the school walls and involves various ways of expression children use to convey meaning to themselves and to others.
Findings from this study confirm that children have different purposes to carry out their literacies. In their productions, children express their ideas and feelings, interact with others, learn new topics, and explore their interests. Along the analysis, we also observed common characteristics among children’s literacies. Children receive influence from people around them; they find inspiration on their own experiences; they use different ways of expression; they change their literacies as they grow up; and they use in- and out-of-school resources to enrich their literacies.
Our study suggests teachers should use multimodal texts and include personal literacies to enhance children’s learning experiences. The teachers’ task is to transform their classes into spaces where students acquire the tools to deal with the new demands
xiii
of the world. Future research could include the characterization of children’s personal literacies at different ages.
Key words: Literacy, literacy practices, literacy events, Multiliteracy, multimodality, in-school literacy, out-of-school literacy, personal literacy.
Papers by Claudia Cañas
Springer eBooks, 2020
Teacher educators often come to this role as former K-12 teachers and need to negotiate and trans... more Teacher educators often come to this role as former K-12 teachers and need to negotiate and transform their own identities and self-efficacy. This insider-outsider reflexivity offers considerations for teacher education and in-service English education programs that strive for an emphasis on literacies theory and practice in their curricula. In this chapter, Mora, Canas, Rodriguez, and Salazar share their auto-ethnographic and collaborative ethnographic accounts of how they used a literacies graduate seminar as a springboard to transform their own practice in elementary and higher education. The authors provide perspective on transforming literacies theory into second-language contexts and enhancing self-efficacy of in-service teachers through encouraging teachers to pursue master’s and even doctoral degrees in second-language education. The authors believe that the change of perspective around literacy helps address the need for an extended reflexivity toward transformative teacher education practices.
Routledge eBooks, Jul 22, 2021
Pedagogies: An International Journal, Apr 3, 2021
Over the past two decades, several scholarly works have examined the nature, causes, and conseque... more Over the past two decades, several scholarly works have examined the nature, causes, and consequences of the digital divide-a concept that addresses the gap between people who have access to internet technology and those who do not. But with the rapid evolution of technology, rising income inequality, and shifting needs of the economy, it is necessary to reexamine this concept. This book adopts an ethnographic approach to examine the social, educational and civic implications of the digital divided faced by black, Latino, and immigrant youths, and those from lower socioeconomic classes. The research yields almost 300 pages of detailed findings, rich with context and nuance, that is bound to be useful for future communication researchers working in the area of digital inequality, as well as educators looking to create a twenty-first-century curriculum for high school students. The research discussed in this book is based on the data collected over a period of one year from observations and in-depth interviews of students, faculty, and administrators at a majority-minority high school located in the outskirts of Austin, Texas. Based on their research, the authors challenge the popular belief of the deficit narrative that underprivileged young people are slow to adopt new internet technology, and that they lack access to computers and smartphones. Instead, the authors propose the asset narrative which posits that despite occupying a "digital edge," characterized by intermittent broadband access, outdated hardware and
Advances in early childhood and K-12 education, 2018
This chapter will introduce a pedagogical framework to engage with literacy practices in early ch... more This chapter will introduce a pedagogical framework to engage with literacy practices in early childhood contexts and English language learners (ELLs), based on the commonalities across three research studies carried out in three schools in Medellín, Colombia. In this chapter, we argue that developing strong pedagogical proposals for PreK-5 spaces entails breaking the traditional compartmentalization of children's practices between in or out of school and carefully integrating multimodality and critical literacy in our curricula. Besides the explanation of our pedagogical framework and its link to our current research, the chapter also provides some insights for early childhood teachers working with ELLs around the world to draw from these frameworks and transform their curricula. Although language context may differ, there are developmental commonalities across the board that practitioners and teacher educators can draw from, regardless of whether the children are in English-speaking contexts or not.
Advances in early childhood and K-12 education, 2018
This chapter will introduce a pedagogical framework to engage with literacy practices in early ch... more This chapter will introduce a pedagogical framework to engage with literacy practices in early childhood contexts and English language learners (ELLs), based on the commonalities across three research studies carried out in three schools in Medellín, Colombia. In this chapter, we argue that developing strong pedagogical proposals for PreK-5 spaces entails breaking the traditional compartmentalization of children's practices between in or out of school and carefully integrating multimodality and critical literacy in our curricula. Besides the explanation of our pedagogical framework and its link to our current research, the chapter also provides some insights for early childhood teachers working with ELLs around the world to draw from these frameworks and transform their curricula. Although language context may differ, there are developmental commonalities across the board that practitioners and teacher educators can draw from, regardless of whether the children are in English-speaking contexts or not.
This is a qualitative study with an ethnographic approach that explores children’s personal liter... more This is a qualitative study with an ethnographic approach that explores children’s personal literacies in two elementary schools in the city of Medellin, Colombia. Children, parents and teachers participated in this study. Data instruments comprised interviews, class observations and children’s artifacts. The conceptual framework is based on the idea that “Literacy is a social practice” (Street, 2003) and embraces concepts related with Multiliteracy, multimodality, literacy practices, literacy events and in- and out-of-school literacies which helped us construct our own understanding about personal literacy. One that takes into consideration that literacy can occur beyond the school walls and involves various ways of expression children use to convey meaning to themselves and to others. Findings from this study confirm that children have different purposes to carry out their literacies. In their productions, children express their ideas and feelings, interact with others, learn new topics, and explore their interests. Along the analysis, we also observed common characteristics among children’s literacies. Children receive influence from people around them; they find inspiration on their own experiences; they use different ways of expression; they change their literacies as they grow up; and they use in- and out-of-school resources to enrich their literacies. Our study suggests teachers should use multimodal texts and include personal literacies to enhance children’s learning experiences. The teachers’ task is to transform their classes into spaces where students acquire the tools to deal with the new demands xiii of the world. Future research could include the characterization of children’s personal literacies at different ages. Key words: Literacy, literacy practices, literacy events, Multiliteracy, multimodality, in-school literacy, out-of-school literacy, personal literacy.
Teacher educators often come to this role as former K-12 teachers and need to negotiate and trans... more Teacher educators often come to this role as former K-12 teachers and need to negotiate and transform their own identities and self-efficacy. This insider-outsider reflexivity offers considerations for teacher education and in-service English education programs that strive for an emphasis on literacies theory and practice in their curricula. In this chapter, Mora, Canas, Rodriguez, and Salazar share their auto-ethnographic and collaborative ethnographic accounts of how they used a literacies graduate seminar as a springboard to transform their own practice in elementary and higher education. The authors provide perspective on transforming literacies theory into second-language contexts and enhancing self-efficacy of in-service teachers through encouraging teachers to pursue master’s and even doctoral degrees in second-language education. The authors believe that the change of perspective around literacy helps address the need for an extended reflexivity toward transformative teacher...
Advances in Early Childhood and K-12 Education
This chapter will introduce a pedagogical framework to engage with literacy practices in early ch... more This chapter will introduce a pedagogical framework to engage with literacy practices in early childhood contexts and English language learners (ELLs), based on the commonalities across three research studies carried out in three schools in Medellín, Colombia. In this chapter, we argue that developing strong pedagogical proposals for PreK-5 spaces entails breaking the traditional compartmentalization of children's practices between in or out of school and carefully integrating multimodality and critical literacy in our curricula. Besides the explanation of our pedagogical framework and its link to our current research, the chapter also provides some insights for early childhood teachers working with ELLs around the world to draw from these frameworks and transform their curricula. Although language context may differ, there are developmental commonalities across the board that practitioners and teacher educators can draw from, regardless of whether the children are in English-sp...
Pedagogies: An International Journal
This is the syllabus for the course Communicative Competence in English. First semester.
This was the syllabus for the course Linguistics for English teachers in the Graduate specializat... more This was the syllabus for the course Linguistics for English teachers in the Graduate specialization in English Teaching at Universidad Pontificia Bolivariana.
This is a qualitative study with an ethnographic approach that explores children’s personal liter... more This is a qualitative study with an ethnographic approach that explores children’s personal literacies in two elementary schools in the city of Medellin, Colombia. Children, parents and teachers participated in this study. Data instruments comprised interviews, class observations and children’s artifacts. The conceptual framework is based on the idea that “Literacy is a social practice” (Street, 2003) and embraces concepts related with Multiliteracy, multimodality, literacy practices, literacy events and in- and out-of-school literacies which helped us construct our own understanding about personal literacy. One that takes into consideration that literacy can occur beyond the school walls and involves various ways of expression children use to convey meaning to themselves and to others.
Findings from this study confirm that children have different purposes to carry out their literacies. In their productions, children express their ideas and feelings, interact with others, learn new topics, and explore their interests. Along the analysis, we also observed common characteristics among children’s literacies. Children receive influence from people around them; they find inspiration on their own experiences; they use different ways of expression; they change their literacies as they grow up; and they use in- and out-of-school resources to enrich their literacies.
Our study suggests teachers should use multimodal texts and include personal literacies to enhance children’s learning experiences. The teachers’ task is to transform their classes into spaces where students acquire the tools to deal with the new demands
xiii
of the world. Future research could include the characterization of children’s personal literacies at different ages.
Key words: Literacy, literacy practices, literacy events, Multiliteracy, multimodality, in-school literacy, out-of-school literacy, personal literacy.
Springer eBooks, 2020
Teacher educators often come to this role as former K-12 teachers and need to negotiate and trans... more Teacher educators often come to this role as former K-12 teachers and need to negotiate and transform their own identities and self-efficacy. This insider-outsider reflexivity offers considerations for teacher education and in-service English education programs that strive for an emphasis on literacies theory and practice in their curricula. In this chapter, Mora, Canas, Rodriguez, and Salazar share their auto-ethnographic and collaborative ethnographic accounts of how they used a literacies graduate seminar as a springboard to transform their own practice in elementary and higher education. The authors provide perspective on transforming literacies theory into second-language contexts and enhancing self-efficacy of in-service teachers through encouraging teachers to pursue master’s and even doctoral degrees in second-language education. The authors believe that the change of perspective around literacy helps address the need for an extended reflexivity toward transformative teacher education practices.
Routledge eBooks, Jul 22, 2021
Pedagogies: An International Journal, Apr 3, 2021
Over the past two decades, several scholarly works have examined the nature, causes, and conseque... more Over the past two decades, several scholarly works have examined the nature, causes, and consequences of the digital divide-a concept that addresses the gap between people who have access to internet technology and those who do not. But with the rapid evolution of technology, rising income inequality, and shifting needs of the economy, it is necessary to reexamine this concept. This book adopts an ethnographic approach to examine the social, educational and civic implications of the digital divided faced by black, Latino, and immigrant youths, and those from lower socioeconomic classes. The research yields almost 300 pages of detailed findings, rich with context and nuance, that is bound to be useful for future communication researchers working in the area of digital inequality, as well as educators looking to create a twenty-first-century curriculum for high school students. The research discussed in this book is based on the data collected over a period of one year from observations and in-depth interviews of students, faculty, and administrators at a majority-minority high school located in the outskirts of Austin, Texas. Based on their research, the authors challenge the popular belief of the deficit narrative that underprivileged young people are slow to adopt new internet technology, and that they lack access to computers and smartphones. Instead, the authors propose the asset narrative which posits that despite occupying a "digital edge," characterized by intermittent broadband access, outdated hardware and
Advances in early childhood and K-12 education, 2018
This chapter will introduce a pedagogical framework to engage with literacy practices in early ch... more This chapter will introduce a pedagogical framework to engage with literacy practices in early childhood contexts and English language learners (ELLs), based on the commonalities across three research studies carried out in three schools in Medellín, Colombia. In this chapter, we argue that developing strong pedagogical proposals for PreK-5 spaces entails breaking the traditional compartmentalization of children's practices between in or out of school and carefully integrating multimodality and critical literacy in our curricula. Besides the explanation of our pedagogical framework and its link to our current research, the chapter also provides some insights for early childhood teachers working with ELLs around the world to draw from these frameworks and transform their curricula. Although language context may differ, there are developmental commonalities across the board that practitioners and teacher educators can draw from, regardless of whether the children are in English-speaking contexts or not.
Advances in early childhood and K-12 education, 2018
This chapter will introduce a pedagogical framework to engage with literacy practices in early ch... more This chapter will introduce a pedagogical framework to engage with literacy practices in early childhood contexts and English language learners (ELLs), based on the commonalities across three research studies carried out in three schools in Medellín, Colombia. In this chapter, we argue that developing strong pedagogical proposals for PreK-5 spaces entails breaking the traditional compartmentalization of children's practices between in or out of school and carefully integrating multimodality and critical literacy in our curricula. Besides the explanation of our pedagogical framework and its link to our current research, the chapter also provides some insights for early childhood teachers working with ELLs around the world to draw from these frameworks and transform their curricula. Although language context may differ, there are developmental commonalities across the board that practitioners and teacher educators can draw from, regardless of whether the children are in English-speaking contexts or not.
This is a qualitative study with an ethnographic approach that explores children’s personal liter... more This is a qualitative study with an ethnographic approach that explores children’s personal literacies in two elementary schools in the city of Medellin, Colombia. Children, parents and teachers participated in this study. Data instruments comprised interviews, class observations and children’s artifacts. The conceptual framework is based on the idea that “Literacy is a social practice” (Street, 2003) and embraces concepts related with Multiliteracy, multimodality, literacy practices, literacy events and in- and out-of-school literacies which helped us construct our own understanding about personal literacy. One that takes into consideration that literacy can occur beyond the school walls and involves various ways of expression children use to convey meaning to themselves and to others. Findings from this study confirm that children have different purposes to carry out their literacies. In their productions, children express their ideas and feelings, interact with others, learn new topics, and explore their interests. Along the analysis, we also observed common characteristics among children’s literacies. Children receive influence from people around them; they find inspiration on their own experiences; they use different ways of expression; they change their literacies as they grow up; and they use in- and out-of-school resources to enrich their literacies. Our study suggests teachers should use multimodal texts and include personal literacies to enhance children’s learning experiences. The teachers’ task is to transform their classes into spaces where students acquire the tools to deal with the new demands xiii of the world. Future research could include the characterization of children’s personal literacies at different ages. Key words: Literacy, literacy practices, literacy events, Multiliteracy, multimodality, in-school literacy, out-of-school literacy, personal literacy.
Teacher educators often come to this role as former K-12 teachers and need to negotiate and trans... more Teacher educators often come to this role as former K-12 teachers and need to negotiate and transform their own identities and self-efficacy. This insider-outsider reflexivity offers considerations for teacher education and in-service English education programs that strive for an emphasis on literacies theory and practice in their curricula. In this chapter, Mora, Canas, Rodriguez, and Salazar share their auto-ethnographic and collaborative ethnographic accounts of how they used a literacies graduate seminar as a springboard to transform their own practice in elementary and higher education. The authors provide perspective on transforming literacies theory into second-language contexts and enhancing self-efficacy of in-service teachers through encouraging teachers to pursue master’s and even doctoral degrees in second-language education. The authors believe that the change of perspective around literacy helps address the need for an extended reflexivity toward transformative teacher...
Advances in Early Childhood and K-12 Education
This chapter will introduce a pedagogical framework to engage with literacy practices in early ch... more This chapter will introduce a pedagogical framework to engage with literacy practices in early childhood contexts and English language learners (ELLs), based on the commonalities across three research studies carried out in three schools in Medellín, Colombia. In this chapter, we argue that developing strong pedagogical proposals for PreK-5 spaces entails breaking the traditional compartmentalization of children's practices between in or out of school and carefully integrating multimodality and critical literacy in our curricula. Besides the explanation of our pedagogical framework and its link to our current research, the chapter also provides some insights for early childhood teachers working with ELLs around the world to draw from these frameworks and transform their curricula. Although language context may differ, there are developmental commonalities across the board that practitioners and teacher educators can draw from, regardless of whether the children are in English-sp...
Pedagogies: An International Journal