Emily Machado | University of Wisconsin-Madison (original) (raw)
Papers by Emily Machado
English Leadership Quarterly
Literacy Research: Theory, Method, and Practice
This invited paper highlights the reflections of expert panelists who were spontaneously called u... more This invited paper highlights the reflections of expert panelists who were spontaneously called upon, graciously accepted, and quickly organized to respond thoughtfully and compellingly to Dr. Arlette Willis' powerful and timely Oscar Causey address at the 2022 Literacy Research Association (LRA) annual conference. In her address, Dr. Willis issued a clarion call for a Transcendent Approach to Literacy (TAL) to a space where “We recreate literacy as an equitable and moral construct” (Willis, this volume). This paper comprises Dr. Alfred Tatum's comprehensive introduction, the cogent reflections on TAL by panelists Dr. Josh Coleman, Dr. Marcus Croom, Dr. Matthew Deroo, Dr. Michiko Hikida, Dr. Emily Machado, Dr. Patriann Smith, Dr. Chad Waldron, and Dr. Rahat Zaidi, and Dr. Willis' eloquent epilogue. In her epilogue, she provides not an ending but the genesis of a movement forward for the LRA community to “be brave” and actively and genuinely engage in a TAL that “democrat...
English Education
Teacher-as-writer experiences, in which teacher candidates engage deeply in their own writing and... more Teacher-as-writer experiences, in which teacher candidates engage deeply in their own writing and consider its implications for their pedagogies, are common features of writing methods courses. However, most existing research on these assignments has focused on the experiences of educators who write and will teach exclusively in English. We explore the experiences of bilingual teacher candidates who engaged in a teacher-as-writer assignment in our writing methods course, which we redesigned through the lens of translanguaging pedagogies (García et al., 2016). Drawing on theories of translanguaging (García, 2009) and raciolinguistic ideologies (Flores & Rosa, 2015), we describe how two teacher candidates experienced invitations to compose across languages in ways that were simultaneously empowering and complicated. Ultimately, through this article, we seek to bring needed recognition of linguistic and racial diversity to discussions of teacher-as-writer experiences and to highlight t...
American Educational Research Journal
Although writing is often used for personal reflection in teacher education, it is less commonly ... more Although writing is often used for personal reflection in teacher education, it is less commonly leveraged to imagine educational futures (Gilligan, 2020)—particularly those centered on collective liberation. Amid intersecting social crises, however, imagining futures is critically important (Ladson-Billings, 2021), and writing is a crucial step toward bringing them into the present. In this participatory case study (Reilly, 2010), we explored the future-oriented writing practices of five early childhood teachers in an inquiry group. Drawing on critical literacy (Vasquez et al., 2019) and prolepsis (Cole, 1993), we describe how collaborative, creative, and pedagogical writing supported them in envisioning, enacting, and leading liberatory literacy pedagogies within and beyond their schools. Findings contribute to literature in teacher education, early childhood education, and literacy.
Journal of Adolescent & Adult Literacy
Family literacy programs are potential spaces of empowerment for transnational families, yet ofte... more Family literacy programs are potential spaces of empowerment for transnational families, yet often draw from deficit logics that fail to acknowledge the rich language and literacy practices of Latinx communities. We brought together theories of critical literacy and theories of mothering as critical work to document how transnational Latina mothers in an intergenerational storytelling workshop reshaped the space toward their own goals. We explored how mothers in the workshop served as critical literacy pedagogues by writing, reading, and redesigning the workshop space in ways that asserted agency, fostered intergenerational learning, and pushed back against deficit narratives. We offer insights from the workshop experience to suggest ways in which educators, both in family literacy and K–12 settings, can learn from and partner with transnational parents.
American Educational Research Journal
Although writing is often used for personal reflection in teacher education, it is less commonly ... more Although writing is often used for personal reflection in teacher education, it is less commonly leveraged to imagine educational futures (Gilligan, 2020)—particularly those centered on collective liberation. Amid intersecting social crises, however, imagining futures is critically important (Ladson-Billings, 2021), and writing is a crucial step toward bringing them into the present. In this participatory case study (Reilly, 2010), we explored the future-oriented writing practices of five early childhood teachers in an inquiry group. Drawing on critical literacy (Vasquez et al., 2019) and prolepsis (Cole, 1993), we describe how collaborative, creative, and pedagogical writing supported them in envisioning, enacting, and leading liberatory literacy pedagogies within and beyond their schools. Findings contribute to literature in teacher education, early childhood education, and literacy.
Journal of Adolescent and Adult Literacy, 2023
Family literacy programs are potential spaces of empowerment for transnational families, yet ofte... more Family literacy programs are potential spaces of empowerment for transnational families, yet often draw from deficit logics that fail to acknowledge the rich language and literacy practices of Latinx communities. We brought together theories of critical literacy and theories of mothering as critical work to document how transnational Latina mothers in an intergenerational storytelling workshop reshaped the space toward their own goals. We explored how mothers in the workshop served as critical literacy pedagogues by writing, reading, and redesigning the workshop space in ways that asserted agency, fostered intergenerational learning, and pushed back against deficit narratives. We offer insights from the workshop experience to suggest ways in which educators, both in family literacy and K–12 settings, can learn from and partner with transnational parents.
Literacy Research: Theory, Method, and Practice, 2020
Although existing research examines how pre-K–12 teachers understand everyday translanguaging and... more Although existing research examines how pre-K–12 teachers understand everyday translanguaging and enact translanguaging pedagogies in their literacy classrooms, considerably less research explores translanguaging pedagogies in literacy teacher education. Drawing on García, Johnson, and Seltzer’s theorization of translanguaging stance, design, and shifts, we redesigned a university-based literacy methods course to encourage both English-medium and dual-language teacher candidates (TCs) to engage their full linguistic repertoires in writing. In this study, we used qualitative methods to explore how TCs in our course experienced translanguaging pedagogies in coursework and enacted them with students in fieldwork settings. Findings illustrate that TCs experimented with language within our university classroom, drawing on their full linguistic repertoires in course assignments and countering the dominance of English in course activities. They also showcase how TCs began enacting translan...
Urban Education, 2022
Although literacy can be a space for joy and criticality, urban early literacy classrooms are imb... more Although literacy can be a space for joy and criticality, urban early literacy classrooms are imbued with carceral logics, criminalizing young children along lines of race, disability, and language. To support teachers in enacting liberatory early literacy pedagogies, teacher educators must contend with the harm dominant literacy approaches can produce for multiply-marginalized young children. We describe how early literacy routines are (1) constructed for an imagined “normal child” through white, nondisabled, English-dominant perceiving practices; and (2) enforced through carceral logics. Teacher educators can cultivate urban teachers’ liberatory pedagogical tools, centering multiply-marginalized young children's power and agency so they might flourish.
Urban Education, 2022
Although literacy can be a space for joy and criticality, urban early literacy classrooms are imb... more Although literacy can be a space for joy and criticality, urban early literacy classrooms are imbued with carceral logics, criminalizing young children along lines of race, disability, and language. To support teachers in enacting liberatory early literacy pedagogies, teacher educators must contend with the harm dominant literacy approaches can produce for multiply-marginalized young children. We describe how early literacy routines are (1) constructed for an imagined “normal child” through white, nondisabled, English-dominant perceiving practices; and (2) enforced through carceral logics. Teacher educators can cultivate urban teachers’ liberatory pedagogical tools, centering multiply-marginalized young children's power and agency so they might flourish.
Language arts, 2017
As he introduced their new unit, Mr. Coppola directed his seventh-grade students' attention t... more As he introduced their new unit, Mr. Coppola directed his seventh-grade students' attention to a statement he had composed with a colleague and written on the whiteboard earlier that morning: "Poetry reveals a lived life through a colored lens." His students had just finished watching the documentary Louder than a Bomb (Siskel & Jacobs, 2011), which chronicles the experiences of high-school spoken-word poets in Chicago-the city that he and his students call home. The students' reactions to this video had been overwhelmingly emotional, with a few crying openly as they listened to young poets use voice, rhythm, and rhyme to chronicle their experiences in the city. Mr. Coppola continued, stating, ". . . each [poet's] perspective is colored by [his or her] lived experience . . . but some people don't give you credit for your lived experiences. How is your life colored through your experience? How can poetry be a mechanism to share and explore those details...
This study examines how writing teachers manage linguistic ideological dilemmas (LIDs) around gra... more This study examines how writing teachers manage linguistic ideological dilemmas (LIDs) around grammar instruction and highlights productive strategies employed by one teacher in an instructional unit on poetry. We conducted semi-structured interviews with nine elementary and middle-school teachers to better understand how they conceptualized and enacted writing pedagogies in urban classrooms. Then, we documented the teaching practices of one teacher during a 9-week case study. We describe three LIDs expressed by the teachers we interviewed: (1) a perception of greater linguistic flexibility in speech than in writing; (2) a sense that attention to grammar in feedback can enhance and/or inhibit written communication; and (3) apprehension about whether grammar instruction empowers or marginalizes linguistically minoritized students. We also highlight three productive strategies for teaching grammar while valuing linguistic diversity employed by one teacher: (1) selecting mentor texts t...
A Transdisciplinary Lens for Bilingual Education, 2021
Journal of Literacy Research, 2019
Growing numbers of scholars in composition studies support translingual orientations in their pos... more Growing numbers of scholars in composition studies support translingual orientations in their postsecondary writing classrooms. However, translingual orientations are rarely extended to elementary school writers, who are often asked to compose exclusively in Dominant American English. Drawing on theories of translingualism and emergent biliteracy, we use case study methods to examine children’s translingual writing in a highly linguistically diverse second-grade classroom. We pay particular attention to students who had not had formal instruction in languages they tended to use orally, documenting the creative and strategic ways in which they wrote. Among other strategies, students repurposed English sound–symbol correspondences in developmental spelling, composed strings of non-Roman symbols, and remixed multilingual environmental print. They also engaged in translingual writing for a range of purposes, such as expressing pride, connecting with audiences, and indexing identities. O...
English Teaching: Practice & Critique, 2019
Purpose This paper aims to examine how a collaborative narrative inquiry focused on cultivating c... more Purpose This paper aims to examine how a collaborative narrative inquiry focused on cultivating critical English Language Arts (ELA) pedagogies supported teacher agency, or “the capacity of actors to critically shape their own responsiveness to problematic situations” (Emirbayer and Mische, 1998, p. 971). Design/methodology/approach Situated in a semester-long inquiry group, eight k-16 educators used narrative inquiry processes (Clandinin, 1992) to write and collectively analyze (Ezzy, 2002) stories describing personal experiences that brought them to critical ELA pedagogies. They engaged in three levels of analysis across the eight narratives, including open coding, thematic identification, and identification of how the narrative inquiry impacted their classroom practices. Findings Across the narratives, the authors identify what aspects of the ELA reading, writing and languaging curriculum emerged as problematic; situate themselves in systems of oppression and privilege; and exami...
The Reading Teacher, 2019
Critical conversations can prompt students to explore connections among language, race, and power... more Critical conversations can prompt students to explore connections among language, race, and power and can encourage students to write in personally meaningful and transformative ways. T he 29 students in Paul's (first author) highly diverse second grade were in the midst of a poetry-writing unit. In one lesson, Paul projected the poem "Allow Me to Introduce Myself" by Black poet Charles R. Smith Jr. (2008) onto the board. After they listened to a recording of the poet's performance, the following discussion ensued (all names are pseudonyms): Jaydin: Oh, he must be Black. Although the existence of multiple varieties of English has been w idely documented among
Literacy Research: Theory, Method, and Practice, 2017
In this article, I synthesize extant research that documents how teachers foster and sustain chil... more In this article, I synthesize extant research that documents how teachers foster and sustain children’s diverse literacy practices within the early childhood classroom. Framing this review with Bakhtin’s heteroglossia, I draw on theoretical and empirical scholarship in the fields of biliteracy, translanguaging, and culturally sustaining pedagogy. Findings are organized into three themes: (1) comparing languages and literacy practices, (2) hybridizing literacy practices, and (3) engaging children’s linguistic and cultural repertoires. I conclude with a discussion of implications for researchers and practitioners.
Journal of Digital Learning in Teacher Education, 2017
Using ethnographic methods, this article looks closely at how a team of first-grade teachers and ... more Using ethnographic methods, this article looks closely at how a team of first-grade teachers and digital media artists in an urban elementary school used video in innovative ways during professional development over the course of one year. Extending a body of literature that primarily documents how video can be used as a tool in professional development to develop pedagogical knowledge and support reflective practice, this article documents how teachers in this partnership also consumed, connected through, and created videos to deepen digital media content knowledge and showcase their teaching and learning with a broader audience as part of a school-wide culture that attempted to create a "new ethos" (Lankshear & Knobel, 2007) of digital media arts mindsets.
English Leadership Quarterly
Literacy Research: Theory, Method, and Practice
This invited paper highlights the reflections of expert panelists who were spontaneously called u... more This invited paper highlights the reflections of expert panelists who were spontaneously called upon, graciously accepted, and quickly organized to respond thoughtfully and compellingly to Dr. Arlette Willis' powerful and timely Oscar Causey address at the 2022 Literacy Research Association (LRA) annual conference. In her address, Dr. Willis issued a clarion call for a Transcendent Approach to Literacy (TAL) to a space where “We recreate literacy as an equitable and moral construct” (Willis, this volume). This paper comprises Dr. Alfred Tatum's comprehensive introduction, the cogent reflections on TAL by panelists Dr. Josh Coleman, Dr. Marcus Croom, Dr. Matthew Deroo, Dr. Michiko Hikida, Dr. Emily Machado, Dr. Patriann Smith, Dr. Chad Waldron, and Dr. Rahat Zaidi, and Dr. Willis' eloquent epilogue. In her epilogue, she provides not an ending but the genesis of a movement forward for the LRA community to “be brave” and actively and genuinely engage in a TAL that “democrat...
English Education
Teacher-as-writer experiences, in which teacher candidates engage deeply in their own writing and... more Teacher-as-writer experiences, in which teacher candidates engage deeply in their own writing and consider its implications for their pedagogies, are common features of writing methods courses. However, most existing research on these assignments has focused on the experiences of educators who write and will teach exclusively in English. We explore the experiences of bilingual teacher candidates who engaged in a teacher-as-writer assignment in our writing methods course, which we redesigned through the lens of translanguaging pedagogies (García et al., 2016). Drawing on theories of translanguaging (García, 2009) and raciolinguistic ideologies (Flores & Rosa, 2015), we describe how two teacher candidates experienced invitations to compose across languages in ways that were simultaneously empowering and complicated. Ultimately, through this article, we seek to bring needed recognition of linguistic and racial diversity to discussions of teacher-as-writer experiences and to highlight t...
American Educational Research Journal
Although writing is often used for personal reflection in teacher education, it is less commonly ... more Although writing is often used for personal reflection in teacher education, it is less commonly leveraged to imagine educational futures (Gilligan, 2020)—particularly those centered on collective liberation. Amid intersecting social crises, however, imagining futures is critically important (Ladson-Billings, 2021), and writing is a crucial step toward bringing them into the present. In this participatory case study (Reilly, 2010), we explored the future-oriented writing practices of five early childhood teachers in an inquiry group. Drawing on critical literacy (Vasquez et al., 2019) and prolepsis (Cole, 1993), we describe how collaborative, creative, and pedagogical writing supported them in envisioning, enacting, and leading liberatory literacy pedagogies within and beyond their schools. Findings contribute to literature in teacher education, early childhood education, and literacy.
Journal of Adolescent & Adult Literacy
Family literacy programs are potential spaces of empowerment for transnational families, yet ofte... more Family literacy programs are potential spaces of empowerment for transnational families, yet often draw from deficit logics that fail to acknowledge the rich language and literacy practices of Latinx communities. We brought together theories of critical literacy and theories of mothering as critical work to document how transnational Latina mothers in an intergenerational storytelling workshop reshaped the space toward their own goals. We explored how mothers in the workshop served as critical literacy pedagogues by writing, reading, and redesigning the workshop space in ways that asserted agency, fostered intergenerational learning, and pushed back against deficit narratives. We offer insights from the workshop experience to suggest ways in which educators, both in family literacy and K–12 settings, can learn from and partner with transnational parents.
American Educational Research Journal
Although writing is often used for personal reflection in teacher education, it is less commonly ... more Although writing is often used for personal reflection in teacher education, it is less commonly leveraged to imagine educational futures (Gilligan, 2020)—particularly those centered on collective liberation. Amid intersecting social crises, however, imagining futures is critically important (Ladson-Billings, 2021), and writing is a crucial step toward bringing them into the present. In this participatory case study (Reilly, 2010), we explored the future-oriented writing practices of five early childhood teachers in an inquiry group. Drawing on critical literacy (Vasquez et al., 2019) and prolepsis (Cole, 1993), we describe how collaborative, creative, and pedagogical writing supported them in envisioning, enacting, and leading liberatory literacy pedagogies within and beyond their schools. Findings contribute to literature in teacher education, early childhood education, and literacy.
Journal of Adolescent and Adult Literacy, 2023
Family literacy programs are potential spaces of empowerment for transnational families, yet ofte... more Family literacy programs are potential spaces of empowerment for transnational families, yet often draw from deficit logics that fail to acknowledge the rich language and literacy practices of Latinx communities. We brought together theories of critical literacy and theories of mothering as critical work to document how transnational Latina mothers in an intergenerational storytelling workshop reshaped the space toward their own goals. We explored how mothers in the workshop served as critical literacy pedagogues by writing, reading, and redesigning the workshop space in ways that asserted agency, fostered intergenerational learning, and pushed back against deficit narratives. We offer insights from the workshop experience to suggest ways in which educators, both in family literacy and K–12 settings, can learn from and partner with transnational parents.
Literacy Research: Theory, Method, and Practice, 2020
Although existing research examines how pre-K–12 teachers understand everyday translanguaging and... more Although existing research examines how pre-K–12 teachers understand everyday translanguaging and enact translanguaging pedagogies in their literacy classrooms, considerably less research explores translanguaging pedagogies in literacy teacher education. Drawing on García, Johnson, and Seltzer’s theorization of translanguaging stance, design, and shifts, we redesigned a university-based literacy methods course to encourage both English-medium and dual-language teacher candidates (TCs) to engage their full linguistic repertoires in writing. In this study, we used qualitative methods to explore how TCs in our course experienced translanguaging pedagogies in coursework and enacted them with students in fieldwork settings. Findings illustrate that TCs experimented with language within our university classroom, drawing on their full linguistic repertoires in course assignments and countering the dominance of English in course activities. They also showcase how TCs began enacting translan...
Urban Education, 2022
Although literacy can be a space for joy and criticality, urban early literacy classrooms are imb... more Although literacy can be a space for joy and criticality, urban early literacy classrooms are imbued with carceral logics, criminalizing young children along lines of race, disability, and language. To support teachers in enacting liberatory early literacy pedagogies, teacher educators must contend with the harm dominant literacy approaches can produce for multiply-marginalized young children. We describe how early literacy routines are (1) constructed for an imagined “normal child” through white, nondisabled, English-dominant perceiving practices; and (2) enforced through carceral logics. Teacher educators can cultivate urban teachers’ liberatory pedagogical tools, centering multiply-marginalized young children's power and agency so they might flourish.
Urban Education, 2022
Although literacy can be a space for joy and criticality, urban early literacy classrooms are imb... more Although literacy can be a space for joy and criticality, urban early literacy classrooms are imbued with carceral logics, criminalizing young children along lines of race, disability, and language. To support teachers in enacting liberatory early literacy pedagogies, teacher educators must contend with the harm dominant literacy approaches can produce for multiply-marginalized young children. We describe how early literacy routines are (1) constructed for an imagined “normal child” through white, nondisabled, English-dominant perceiving practices; and (2) enforced through carceral logics. Teacher educators can cultivate urban teachers’ liberatory pedagogical tools, centering multiply-marginalized young children's power and agency so they might flourish.
Language arts, 2017
As he introduced their new unit, Mr. Coppola directed his seventh-grade students' attention t... more As he introduced their new unit, Mr. Coppola directed his seventh-grade students' attention to a statement he had composed with a colleague and written on the whiteboard earlier that morning: "Poetry reveals a lived life through a colored lens." His students had just finished watching the documentary Louder than a Bomb (Siskel & Jacobs, 2011), which chronicles the experiences of high-school spoken-word poets in Chicago-the city that he and his students call home. The students' reactions to this video had been overwhelmingly emotional, with a few crying openly as they listened to young poets use voice, rhythm, and rhyme to chronicle their experiences in the city. Mr. Coppola continued, stating, ". . . each [poet's] perspective is colored by [his or her] lived experience . . . but some people don't give you credit for your lived experiences. How is your life colored through your experience? How can poetry be a mechanism to share and explore those details...
This study examines how writing teachers manage linguistic ideological dilemmas (LIDs) around gra... more This study examines how writing teachers manage linguistic ideological dilemmas (LIDs) around grammar instruction and highlights productive strategies employed by one teacher in an instructional unit on poetry. We conducted semi-structured interviews with nine elementary and middle-school teachers to better understand how they conceptualized and enacted writing pedagogies in urban classrooms. Then, we documented the teaching practices of one teacher during a 9-week case study. We describe three LIDs expressed by the teachers we interviewed: (1) a perception of greater linguistic flexibility in speech than in writing; (2) a sense that attention to grammar in feedback can enhance and/or inhibit written communication; and (3) apprehension about whether grammar instruction empowers or marginalizes linguistically minoritized students. We also highlight three productive strategies for teaching grammar while valuing linguistic diversity employed by one teacher: (1) selecting mentor texts t...
A Transdisciplinary Lens for Bilingual Education, 2021
Journal of Literacy Research, 2019
Growing numbers of scholars in composition studies support translingual orientations in their pos... more Growing numbers of scholars in composition studies support translingual orientations in their postsecondary writing classrooms. However, translingual orientations are rarely extended to elementary school writers, who are often asked to compose exclusively in Dominant American English. Drawing on theories of translingualism and emergent biliteracy, we use case study methods to examine children’s translingual writing in a highly linguistically diverse second-grade classroom. We pay particular attention to students who had not had formal instruction in languages they tended to use orally, documenting the creative and strategic ways in which they wrote. Among other strategies, students repurposed English sound–symbol correspondences in developmental spelling, composed strings of non-Roman symbols, and remixed multilingual environmental print. They also engaged in translingual writing for a range of purposes, such as expressing pride, connecting with audiences, and indexing identities. O...
English Teaching: Practice & Critique, 2019
Purpose This paper aims to examine how a collaborative narrative inquiry focused on cultivating c... more Purpose This paper aims to examine how a collaborative narrative inquiry focused on cultivating critical English Language Arts (ELA) pedagogies supported teacher agency, or “the capacity of actors to critically shape their own responsiveness to problematic situations” (Emirbayer and Mische, 1998, p. 971). Design/methodology/approach Situated in a semester-long inquiry group, eight k-16 educators used narrative inquiry processes (Clandinin, 1992) to write and collectively analyze (Ezzy, 2002) stories describing personal experiences that brought them to critical ELA pedagogies. They engaged in three levels of analysis across the eight narratives, including open coding, thematic identification, and identification of how the narrative inquiry impacted their classroom practices. Findings Across the narratives, the authors identify what aspects of the ELA reading, writing and languaging curriculum emerged as problematic; situate themselves in systems of oppression and privilege; and exami...
The Reading Teacher, 2019
Critical conversations can prompt students to explore connections among language, race, and power... more Critical conversations can prompt students to explore connections among language, race, and power and can encourage students to write in personally meaningful and transformative ways. T he 29 students in Paul's (first author) highly diverse second grade were in the midst of a poetry-writing unit. In one lesson, Paul projected the poem "Allow Me to Introduce Myself" by Black poet Charles R. Smith Jr. (2008) onto the board. After they listened to a recording of the poet's performance, the following discussion ensued (all names are pseudonyms): Jaydin: Oh, he must be Black. Although the existence of multiple varieties of English has been w idely documented among
Literacy Research: Theory, Method, and Practice, 2017
In this article, I synthesize extant research that documents how teachers foster and sustain chil... more In this article, I synthesize extant research that documents how teachers foster and sustain children’s diverse literacy practices within the early childhood classroom. Framing this review with Bakhtin’s heteroglossia, I draw on theoretical and empirical scholarship in the fields of biliteracy, translanguaging, and culturally sustaining pedagogy. Findings are organized into three themes: (1) comparing languages and literacy practices, (2) hybridizing literacy practices, and (3) engaging children’s linguistic and cultural repertoires. I conclude with a discussion of implications for researchers and practitioners.
Journal of Digital Learning in Teacher Education, 2017
Using ethnographic methods, this article looks closely at how a team of first-grade teachers and ... more Using ethnographic methods, this article looks closely at how a team of first-grade teachers and digital media artists in an urban elementary school used video in innovative ways during professional development over the course of one year. Extending a body of literature that primarily documents how video can be used as a tool in professional development to develop pedagogical knowledge and support reflective practice, this article documents how teachers in this partnership also consumed, connected through, and created videos to deepen digital media content knowledge and showcase their teaching and learning with a broader audience as part of a school-wide culture that attempted to create a "new ethos" (Lankshear & Knobel, 2007) of digital media arts mindsets.
Addressing Diversity in Literacy Instruction: Literacy Research, Practice and Evaluation, 2018
This study examines how writing teachers manage linguistic ideological dilemmas (LIDs) around gra... more This study examines how writing teachers manage linguistic ideological dilemmas (LIDs) around grammar instruction and highlights productive strategies employed by one teacher in an instructional unit on poetry. We conducted semi-structured interviews with nine elementary and middle-school teachers to better understand how they conceptualized and enacted writing pedagogies in urban classrooms. Then, we documented the teaching practices of one teacher during a 9-week case study. We describe three LIDs expressed by the teachers we interviewed: (1) a perception of greater linguistic flexibility in speech than in writing; (2) a sense that attention to grammar in feedback can enhance and/or inhibit written communication; and (3) apprehension about whether grammar instruction empowers or marginalizes linguistically minoritized students. We also highlight three productive strategies for teaching grammar while valuing linguistic diversity employed by one teacher: (1) selecting mentor texts that showcase a range of grammars; (2) modeling code-meshing practices; and (3) privileging alternative grammars while grading written work. We describe how teachers might take up pedagogical practices that support linguistic diversity, such as evaluating written assignments in more flexible ways, engaging in contrastive analysis, and teaching students to resist and rewrite existing language rules.