Considering Primary-Aged English-Language Learners’
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Considering Primary-Aged English-Language Learners’ Peripherality and Legitimacy in Multimodal Literacy Lessons by Alexandra Bomphray B.A., University of Michigan, 2002 M.A., University of Michigan, 2006 A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Department of Curriculum and Instruction © Alexandra Bomphray, 2013 University of Victoria All rights reserved. This Dissertation may not be reproduced in whole or in part, by photocopy or other means, without the permission of the author. ii Supervisory Committee Considering Primary-Aged English-Language Learners’ Peripherality and Legitimacy in Multimodal Literacy Lessons by Alexandra Bomphray B.A., University of Michigan, 2002 M.A., University of Michigan, 2006 Supervisory Committee Dr. Ruthanne Tobin, Department of Curriculum and Instruction Supervisor Dr. Alison Preece, Department of Curriculum and Instruction Co-Supervisor Dr. Robert Dalton, Department of Curriculum and Instruction Departmental Member Dr. Carolyn Crippen, Department of Educational Psychology and Leadership Studies Outside Member iii Abstract Supervisory Committee Dr. Ruthanne Tobin, Department of Curriculum and Instruction Supervisor Dr. Alison Preece, Department of Curriculum and Instruction Co-Supervisor or Dr. Robert Dalton, Department of Curriculum and Instruction Departmental Member Dr. Carolyn Crippen, Department of Educational Psychology and Leadership Studies Outside Member This dissertation presents findings from a six-month qualitative case study that carefully examined the use of a multimodal literacy approach (anchored in graphic novels) in a 3rd grade classroom made up of Spanish- speaking English language learners (ELLs). The multimodal teaching approach (anchored in graphic novels) served as a focusing lens in which to investigate the larger complexities of ELLs’ classroom membership and participation. The focus of the study was examining whether a multimodal literacy approach (anchored in graphic novels) can be used as an instructional tool to enhance ELLs’ perceptions of belonging and acceptance through enhanced participation. Multiple, multimodal opportunities were provided to ELLs to express their sense of belonging, sense of agency, and overall perceptions of acceptance. The findings indicate that multimodal literacy practices can increase ELLs’ peripherality in cognitively and socially complex tasks and that this enhanced peripherality can lead to successful participation and engagement in cognitively demanding and socially complex tasks. Additionally, findings suggest that ELLs’ successful participation and engagement in cognitively and socially demanding tasks, as a result of the use of multimodal literacy practices, leads to increased legitimacy and peripherality for these ELLs. The findings also provide insight into the best practices for implementing a multimodal literacy approach (anchored in graphic novels) into multilingual classrooms. iv Acknowledgements This dissertation would not have been possible without out the support of many people. Many thanks to my advisors, Ruthanne Tobin and Alison Preece, who mentored and supported me throughout the entire process. Also, I would like to thank my committee members, Robert Dalton, Carolyn Crippen, and Jennifer Roswell, who offered guidance and support. A special thank you goes to the teacher and students who warmly opened their classroom to me for this study. And finally, many thanks to my husband Brett, my parents Andrea and Gary, Irene and Hoke, and numerous other family and friends that have encouraged me throughout this long and challenging process. v To my former first and second graders from Hightower vi TABLE OF CONTENTS Supervisory Committee ii Abstract iii Acknowledgements iv Dedication v Table of Contents vi List of Figures xiii CHAPTER 1: INTRODUCTION, PURPOSE OF THE STUDY, AND RESEARCH QUESTIONS 1 Situating the Study: The Essential Role of the Sociocultural Context in Learning 3 Statement of the Problem 5 Gap within the Literature 8 Research Questions 12 CHAPTER II: LITERATURE REVIEW 14 Theoretical Underpinnings of Language and Literacy Learning within 14 Communities The Sociocultural Theory of Learning: The Social Nature of Language 15 Learning and Literacy Development Differing Language and Literacy Practices across Cultures and 18 Communities Theoretical Orientations for Cross-Language Relationships 20 Interdependence and Threshold Hypothesis 21 Conversational and Academic Language Proficiency 22 Additive Bilingualism 23 Understanding the Relationship between Community and Literacy Learning 25 Understanding the Concept of ‘Classroom Community’ 26 Supportive Classroom Communities 27 The Teacher’s Role within Supportive Communities 29 Engagement between Learning within Communities 31 Creating Supportive Classroom Communities for ELLs 35 Teaching ELLS Appreciatively 35 Making Room for Other Languages 36 Achieving Equitable Levels of Participation 38 Repositioning of ELLs 40 Understanding Classroom Community Membership and Acceptance 41 Defining Membership and Acceptance 41 Understanding the Importance of Classroom Membership 45 Student Participation and Engagement 47 Conceptualizing Student Participation 47 Conceptualizing Student Engagement 51 A Multimodal Literacy Approach 54 Multimodal Theory of Communication 55 Enhancing ELLs’ Social Capital through Multimodal Participation 60 Opportunities vii Graphic Novels: Dynamic, Engaging Imagery Illustrating Complex 61 Storylines What is a Graphic Novel? 62 Using Graphic Novels with Non-ELLs 62 Potential Benefits of Using Graphic Novels with ELLs 65 Conclusion 67 CHAPTER III: METHODOLOGY The Qualitative Paradigm 68 Qualitative Philosophical Assumptions and Beliefs 69 Ontological Beliefs 69 Beliefs of Research Rhetoric 70 Methodological Beliefs 70 Axiological Beliefs 72 Researcher’s Positioning within the Study 72 How the Qualitative Paradigm Facilitated the Current Study 75 Ability to Emphasize my Participant’s Voices 76 Ability to focus on the Human Experience and Participants’ 77 Perceptions Opportunities for contextual understandings within natural 78 Settings Opportunities for Robust, In-Depth Understandings of 79 Phenomena Descriptive Case Design 81 Articulation of Descriptive Theory used in this Study 82 Details of Selected Case 85 Case Selection 85 Case Description 86 Gaining Access to the School and Establishing Trust within 90 the School Community Selecting Focus Students 91 Implementation of the Study and the Multimodal Literacy Approach 92 Overview of the Study 92 Details of the Implementation of the Multimodal Literacy Approach 94 Daily Comic 94 Whole Class Instruction of Visual Elements 97 Small-Group, Graphic Novel Discussions 98 Independent Reading of Graphic Novels 103 Student Creation of Graphic Novels 103 Data Collection 103 Observations and Audio-Recorded Literacy Discussions for Phases 106 One and Three Observations and Audio-Recorded Literacy Discussion for Phase Two 106 Individual and Group Interviews 107 Photographs 107 Student Drawings 108 viii Reader’s Notebooks and Comprehension Guides 108 Additional Student Work 110 Classroom Artifacts 110 Conclusion 110 CHAPTER IV: GENERAL DATA ANALYSIS AND RESULTS 112 Topic Map of Chapter Four 113 Identification of Students with High and Low Degrees of Classroom 114 Membership Observational Data Analysis 119 Description of Observational Protocols 120 Open-Coding Process Description 120 First-Round of Open Coding for Observational Protocols 120 Second-Round of Open Coding for Observational Protocols 121 Third-Round of Open Coding for Observational Protocols 123 Observational Data for Regular Language Arts Instruction: Trends and Themes 124 Classroom Description, Daily Instructional Schedule, and Language 125 Arts Instruction Overview Regular Language Arts Instructional Theme: Decontextualized, 129 Skill-Based Instruction Bare Minimum of Effort and Completion Accepted 133 Reluctance to Go Out on Their Own and Take a Risk 135 Focus on Speed of Task and Not on Quality of Output 136 Blind Following Along without Thinking 136 Regular Language Arts Participation and Engagement Themes 137 Regular Language Arts Participation and Engagement Theme One: High Student Attention with Minimal Engagement and Participation 137 Regular Language Arts Participation and Engagement Theme Two: High Frequency of Unsuccessful Participation in Lessons 139 Unwillingness/Inability to Work and/or Talk with and Listen to Peers 140 Inability to do the Task/Task too Difficult/Limited Background Knowledge 141 Boys and Girls Paired Together 142 Personal Reasons (Task too Easy, Too Shy/not Comfortable, and Too Distracted) 142 Regular Language Arts Participation and Engagement Theme Three: Shared Commonalities among Lessons that had a High Degree of Successful Participation 143 Regular Language Arts Membership Themes 147 Regular Language Arts Classroom Membership Theme One: Low Peripherality and Legitimacy Offered to Particular Students 147 Regular Language Arts Classroom Membership Theme Two: Limited Opportunities to Negotiate Classroom Membership 150 ix Regular Language Arts Classroom Membership Theme Three: Student Desire to Get Credit for Answer or Idea 151 Observational Data For Multimodal Literacy Approach: Trends and Themes 152 Multimodal Literacy Approach Instructional Themes 152 Multimodal Instructional Theme One: Time Needed for Students to Modify Their Expectations and Assumptions 148 Multimodal Instructional Theme Two: Effective Way of Teaching Language Arts Skills and Strategies