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Linking Mobility to Pedagogy with Multilingual Immigrant Youth
- 2. LINKING MOBILITY TO PEDAGOGY WITH MULTILINGUAL IMMIGRANT YOUTH EDUCATION AND MIGRATION: LANGUAGE FOREGROUNDED RESEARCHING MULTILINGUALLY AT THE BORDERS OF LANGUAGE, THE BODY, LAW AND THE STATE OCTOBER 20-23, 2016 MARTHA BIGELOW, SECOND LANGUAGE EDUCATION UNIVERSITY OF MINNESOTA
- 7. WHAT PERCENTAGE OF FOREIGN-BORN MINNESOTANS ENTERED AS REFUGEES? 47%
- 8. WHAT PERCENTAGE ARE FROM AFRICA? 20%
- 10. MINNESOTA’S TOP COUNTRIES OF ORIGIN. CAN YOU GUESS WHICH ARE OUR TOP 4? Ethiopia China Vietnam Mexico India Laos Somalia Korea Thailand Canada
- 12. Ahmed Muhumud, center, and his wife and 6 daughters, from left, Ashwaq Abdirahman, 13, Amira Abdirahman, 11, Salma Abdirahman, 7, Azhar Abdirahman, 14 months, Halimo Haji, mother, Asmaa Abdirahman, 14, and Asra Abdirahman, 8, photographed on Friday, May 12, 2016, in Bloomington.
- 13. MORE HATE CRIMES THAN AFTER SEPTEMBER 11, 2001. EXTRA-JUDICIAL SHOOTINGS OF BLACK BOYS AND MEN.
- 14. A PEDAGOGY OF PAIN (MLJ, JOHANNA ENNSER-KANANEN, 2016) “We exist in a world where we are surrounded and affected by intense cultural conflicts, where we acknowledge the critical role of “global competence”…where we design materials and conduct research to improve culture teaching, yet the cultural conflicts and pain we are experiencing today do not seem to make it into our classrooms.” (2016, p. 558)
- 17. LOCAL AND GLOBAL QUESTIONS • How to develop multilingual language and literacy skills among SLIFE teens in culturally relevant ways? • How to find pedagogies for youth to use multiple languages and literacies for contextualized self determination and as a way to speak back to circulating discourses?
- 18. “The continuing debate over whether literacy can be ‘empowering’ or ‘disempowering’, ‘liberatory’ or ‘domesticating’, ‘reproductive’ or ‘critical’ may be fundamentally misleading.” (Luke, 1994, p. xii, in Cultural Studies Goes to School: Reading and Teaching Popular Media by Buckingham and Sefton-Green)
- 20. 2014
- 21. 2009 Et al.
- 25. MULTIMODAL AND MULTIMEDIA LITERACY 1
- 27. Somali speaker from Ethiopia Presentation of self, inviting, positive, inclusive Multilingual digital literacies Abstract, enigmatic representation of self
- 30. 2013
- 33. WHO POSTED TEXT? WHAT LANGUAGES WERE USED? FB pseudonym Number of written posts Languages used Safia Abdi 2 1 English 1 French/Somali ًمرحباكمِب 2 1 Somali 1 English/Somali Mohamed Ahmed 6 4 English 1 English/Somali 1 English/Spanish Sahara Haji 3 2 English/Somali 1 Somali Maryam Hasan 2 2 English Martha Bigelow 3 2 English/Somali 1 Somali FB pseudonym Number of written posts Languages used Ayan Ali 3 1 English 1 Somali 1 English/Somali Xasiloon LX Ahmed 2 2 English Moos Ballon Dorka 1 1 English/Somali Quruxley Farhiya 1 1 English/Somali Jen Baker Vanek 3 3 English
- 34. Post in Spanish? Multilingual showing off or sensitivity to audience and desire for community inclusivity?
- 35. PEER-TO-PEER MULTILINGUAL LANGUAGE USE Somali (and English) original English translation Magaceygo wa a ayanle mahad waxaan ka imid Somali waxaan jecelahay qof kasta welalayaasha qaaliga ah My name is ayanle and I am from Somali love to all of my revered brothers (gender inclusive) and I say my name is ayanle and la m from Somali and I love everybody and you all my brother aand sisters and iamsaying thank you for make this conversation walaalayaal waa Odin jecelahay I love you all, dear brothers (gender inclusive)
- 36. Translanguaging (micro-framework) (García & Hesson, 2015) Reading: translanguaging across partners, materials, notes Writing: pre-writing, partners, brainstorm, writing for mono and multilingual audiences Speaking: partner, pair, and small group work to discuss content and activities Listening: multilingual listening center, partner, pair, and small group work to discuss content and activities IN ANY COMBINATION OF LANGUAGES
- 38. CURRENT TRENDS IN LITERACY EDUCATION Multiple and Mobile Modes MEDIA Languages TRANS Cultures HYBRID
- 40. 1994 David Buckingham and Julian Sefton-Green
- 42. A PEDAGOGY OF PAIN (MLJ, JOHANNA ENNSER- KANANEN, 2016) • Pain is a precursor of investment. • Pain can be subversive. • Pain seeks outlets. (2016, p. 560-561)
- 46. Theoretical Lenses: Literacy as Social Practice
- 47. MULTILINGUAL INTERACTION - FINAL PROJECT AND ORAL GROUP PRESENTATION IN ENGLISH
- 48. Mustafa: first of all we’re starting here today to presentation our culture. Oromo culture. Somali culture together. and we’re working to show us exactly what Somali culture is and we’re trying to know what everybody culture is. our classmates. Today I have the opportunity to say my culture what it is. Me and Ali and Khalid. All pictures is Oromo and Somalia cultures together and we decided who the best who the best picture to exactly the best pictures to understand their citizens we saw a lot of Oromo cultures pictures the past 10 years ago now these are brand new pictures and they are like 5 years ago or 2 years ago the one thing I remind you this is that Somali and Oromo language is the same two, right? to talk and the talking Somalia is too close Somalia. and this is Somalia.
- 49. Ali, refers to the jointly crafted text on the screen and says: This is say here, the culture of Somali and Oromo we are close speaking language and writing also speaking.
- 50. Khalid: Absolutely what those people say was true Oromo culture and Somali culture are close to the same when we talking or something when we eat food or drink something are close to the same actually reading or spelling are close to the same when we look it [points to pictures in post] are close to the same also the picture shows as close to the same and this pictures show us Oromo culture [points to picture of white robed people sitting under banyan tree], this picture here too and here this is like when farmer is farming cloth or something food he put here in the country in the rural also some people is when on the holiday Oromo culture people clothes [inaudible] and like celebrate holiday something like that also Oromo people go to the mosque and pray. Somali people goes to mosque pray too so they are close to the same they don’t have too many different culture they don’t have too many different culture close to the same, maybe that’s it [applause] Any questions?
- 57. THANK YOU!!!
Editor's Notes
- My aim is to engage you in thinking about theories and practices that are familiar to you and also allow the immigrant youth I’ve worked with to inspire your practice. I put mobility in my title to initiate dialogue with and among you on this topic. Mobility is not just a physical dimension, but a mental dimension. I’m in the process of learning about it and thinking about it’s relevance for multilingual literacy development, particularly with those youth from diaspora communities, and particularly those with refugee backgrounds. I’d also like to acknowledge that many colleagues have collaborated on this work with me: James Bordewick, Kendall King, Jen Vanek, and Nimo Abdi.
- 404,000
- I have had the fun of spending time with a lot of East African youth – We have the largest Somali population in the country. I read that London has the oldest Somali diaspora community in the world – starting from WWI.
- We need pedagogies that can facilitate responses by students to these issues.
- OUR LOCAL AND WORLD NEWS HAVE brought terrifying levels of violence including widespread and public disregard for human life from our political leaders, aspiring leaders, and our public officials. As citizens and educators, we mourn the tragic loss of life in our own communities and meet, with dismay, ongoing humanitarian crises due to (inter)national politics. It seems there is pain all around us. Johanna Ennser–Kananen to leads us through a discussion of making some of the most difficult issues of our time—the “culture wars,” of today - mass shootings, #BlackLivesMatter, Islamophobia, widespread sexist and racist discourse—part of our teaching. Immigrant youth are in the process of making sense of all of this, through many sources – home, school, multilingual news, and sadly often through personal experience. The process of becoming black, or racialization in our US society can be jarring. In the little bits of data I’ll share, you’ll see what it looks like at the beginning stages of critical media analysis among newcomers.
- Modes - linking reading, writing, speaking and listening Languages – encouraging the use of home languages and dialects Culture – leveraging home and community assets, focus on youth culture Literacies – of course changing across genre, discipline, context Places – interest in out of school and in school literacies
- I make no assumption that critical pedagogies combined with media literacy will promote social agency and change, but I think there is potential. Quote Literacy debates often have much more to do with literacy outcomes and in attempts to identify universal practices. But as Buckingham and Sefton-Green found, there is a great deal of local complexity in literacy education including links between literacy and cultural knowledge, identities and ideologies, all mediated by students access to material and symbolic community and economic resources (Luke)
- MODES – NCTE talks about multiple modes to include drama, art, text, music, speech, sound, gesture, and all things digital. The integration of multimodal teaching embraces multiple ways of knowing and being in the world. So for our immigrant youth, let’s think about THEIR drama, art, music, speech, gesture, and use of all things digital. Let’s imagine cultural relevance that is multimodal. Multimodal learning includes different ways of learning too – through texts, listening to others, creating things with peers.
- This book is a brilliant dive into social media and youth culture, with explanations to adults about why kids seem different online, about online bullying, safety, addiction, and privacy. It is Focused on US-educated youth, not youth with refugee backgrounds. I read this book after I had started exploring social media with refugee background youth and I kept thinking of counter examples, and difference. Educators should be concerned with popular culture – with the media that youth read, watch, listen to, and enjoy.
- HOMAGO – Inspired us to commit our work with teens to a workshop format, and youth generated products, although scaffolded. Find images linked to you that do and don’t reflect your experience. Then youth created original products, at their particular literacy levels.
- MB
- The SLIFE students we worked with in two schools and over 3 years MOSTLY were rich in their access to media technology and more even in the past year. I don’t want you to think that I see them as a homogenous group, or that their media use doesn’t fluctuate across contexts, peer groups. And of course the texts they engage with are not “read” in the same way among them, but that they are read through a social process. I think we agree that reading is a series of dialogues between and among reader, text, and society, within a particular time and space.
- FB Whatsapp Viber Kik Instagram Twitten Google Sky[e
- I want to now share some examples of multimodality from my own work with Somali adolescent newcomers. Briefly, this was a social media curriculum that I was able to try out two summers in a row with newcomer teens from East Africa. I co-taught with Jen Vanek and the teacher. First off – according to the MN ESL Standards, students are to work with multiple text types, across many purposes, and engage in the writing process. These standards call for multimodal literacy teaching. Look at SLIFE meet the standard!
- I think that when youth are given opportunities in class to create using technology, they automatically go to combinations of text, video, and images. The affordances of the tools just do that. Classrooms can also offer support from peers and teachers through what we know as the writing process of generating ideas, drafting, discussing, revising…
- Purposes High level literacy, good translation, digital literacy, aesthetic, artistic, not typical teenage post, no obvious deeper meeting suggested.
- Languages – encouraging the use of home languages and dialects LANGUAGES – We know that there are not strict boundaries between languages among multilinguals, especially when they are talking with each other. Translanguaging is the new buzz word to recognize the ways mutlilinguals use all of their linguistic resources, at the same time, to learn, socialize, and enact identities.
- We wished to support our new legislation in MN – the LEAPS Act – which calls for home language maintenance and development. Easier said than done. We wanted to try to get the students to read and write in Somali and the other home lgs in the class. We set up secret FB groups to leverage a new modality to inspire the use of multiple languages – being fully aware that students had different levels of comfort reading and writing in Somali.
- Translanguaging across materials A newcomer girl with WIDA level 1, interrupted formal schooling. She’s in the process of retelling a Somali folktale called The Lion’s Share. Comparing the English and Somali text - working bilingually and across reading, writing, listening and speaking modes in order to compose. Complex language work. Complex cognitive activity. She says they are not the same - acts in position of knower, language authority.
- In the social media unit I referred to, this one image triggered an intense discussion. It started in Somali and then someone said, “That is not culture!” Student: It is written here that is Somalia Student: Somali people are not like that You see, what was happening, was the kids didn’t want us – me and the other teacher, to think that this was a traditional Somali house. It was a refugee house. But this moment was a turning point for the class – a moment when culture was complicated. . But immigrant and refugee kids don’t only deal with prior experiences and others views of their prior experience, they are trying to make sense of the cultures here – and I’m sorry to say, the culture wars of US society. What a time to be an immigrant or refugee or muslim in in the US.
- In sum, I think it’s possible to find curricular, social spaces in classrooms that embrace all of these aspects of culture and in so doing will surprise immigrant students will many new possibilities for language and literacy development.
- Literacy is an intensely social process involving at least two dimensions: First Recognition that the meaning of a text is not established by the reader in isolation, but through social interaction, particularly through talk. (John Fiske’s argument that talk about popular media is part of a broader oral cultural) Discussions of texts are “read back” into individual responses creating a dynamic between the social and the individual readings of all types of texts. Second Talk about media functions as a way to construct and negotiate social relationships. Identity positions or subjectivities, I find are broadly post-structuralist, not singular or fixed, but multiple and constantly under construction. I’ll tell you about these two boys in a moment.
- New frontiers for me will deal with mobilities as they intersect with identity markers – e.g., gender, social class, educational level It’s a new world involving many Somali female entrepreneurs who are starting businesses using the global marketplace, including manufacturing in China.
- Mobile technologies cross borders even when people don’t. East African youth remain connected to friends and family and media from abroad. Involvement of diaspora communities in the homeland is old news, but lately it has taken on an intensity that is new to many Minnesotans. Recruiters for terrorist groups have enticed Somali youth to join their cause (ISIS, Al Shabab) But also opportunities to maintain and develop home language skills.
- The past is always present, 2nd generation kids are trying to make sense of history and stories of new arrivals.