Abstract
Interdisciplinary childhood researchers have begun to advocate a shift from conducting research about children to engaging children themselves in the research process. In this article, I reflect on issues and insights that arose while working with grade 5 students as ethnographers of their own language and literacies practices over the course of a six-month transformative multiliteracies classroom intervention in a French school in Toronto, Ontario, Canada. I describe this initial exploratory case study as a way of provoking discussion on ways we may re-envision plurilingual multiliteracies research with children as co-researchers.
Highlights
Interdisciplinary childhood researchers have begun to advocate a shift from conducting research about children to engaging children themselves in the research process
The consequence of ignoring the resources that culturally and linguistically diverse (CLD) students bring to their learning is that schools more often produce monolingual graduates rather than plurilingual citizens (Coste & Simon, 2009; Cummins, 2009, in press; Jedwab, 2004; Wong-Fillimore, 2000)
What might we gain by collaborating with CLD children as co-researchers to learn how they view their plurilingualism and their plurilingual multi-literacies? A
Summary
Interdisciplinary childhood researchers have begun to advocate a shift from conducting research about children to engaging children themselves in the research process. I outline the research design with particular attention to the creative visual and multimodal methods used to engage children throughout the inquiry process To illustrate these methods in practice, I provide examples of data generated with children during the initial case study in a private French International school in Toronto. Researchers have examined perspectives and practices within specific school models, there is a gap in Canadian scholarship comparing CLD children‘s language learning across English, French and French-immersion schools within a province or territory. This gap is significant within the Canadian context where education mandates and policy fall under provincial jurisdiction and as such can vary province by province
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