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Chapter 7. Bridging language and STEM

Using an Anzalduan framework to center Latinx Elementary and Middle School students’ understanding of robotics
  • Rachel G. Salas and Lizeth I. Lizárraga Dueñas
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Innovative Qualitative Methodologies in Multilingual Literacy Development Research
This chapter is in the book Innovative Qualitative Methodologies in Multilingual Literacy Development Research

Abstract

This chapter illustrates how combining an Anzalduan framework with critical ethnography and social semiotics provides a unique approach centering Latinx students’ STEM knowledge, language, and literacy use as legitimate ways of conocimiento and communicating. Using longitudinal data, authors examine how Latinx middle-grade students use their linguistic repertoires through multimodal representations to bridge their un­der­stand­ing of a real-world STEM FIRST LEGO League (FLL) challenge and their community, conceptualized through Anzaldúa’s (Moraga & Anzaldúa, 1983) work on mestizaje and imagery of the mestiza body as a bridge. The chapter further documents how to rethink Anzalduan theory through overlaying Deleuze and Guattari’s (1980/1987) characteristics of a minor literature as an additional lens to deterritorialize language and promote equitable research centering Latinx ways of languaging, knowing, and being.

Abstract

This chapter illustrates how combining an Anzalduan framework with critical ethnography and social semiotics provides a unique approach centering Latinx students’ STEM knowledge, language, and literacy use as legitimate ways of conocimiento and communicating. Using longitudinal data, authors examine how Latinx middle-grade students use their linguistic repertoires through multimodal representations to bridge their un­der­stand­ing of a real-world STEM FIRST LEGO League (FLL) challenge and their community, conceptualized through Anzaldúa’s (Moraga & Anzaldúa, 1983) work on mestizaje and imagery of the mestiza body as a bridge. The chapter further documents how to rethink Anzalduan theory through overlaying Deleuze and Guattari’s (1980/1987) characteristics of a minor literature as an additional lens to deterritorialize language and promote equitable research centering Latinx ways of languaging, knowing, and being.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. List of contributors vii
  4. Chapter 1. Introduction: Innovative paths in researching multilingual literacy development 1
  5. Part 1. Challenges and affordances of qualitative methodological approaches
  6. Chapter 2. Rethinking qualitative meta-syntheses in literacy studies 24
  7. Chapter 3. An ethnetnography of (non)belonging 45
  8. Chapter 4. Communicating selves 67
  9. Chapter 5. Commentary: The instability of ‘data’ in a postdigital era 92
  10. Part 2. Challenges and affordances of qualitative methodological approaches
  11. Chapter 6. Korean American children’s voices in translanguaging Play-Based Family Literacy (PBFL) through the  suda  ( 수다 ) approach 102
  12. Chapter 7. Bridging language and STEM 125
  13. Chapter 8. Families’ literacies of (in)visibilty 149
  14. Chapter 9. Commentary: Advancing theory through multilingual literacy qualitative research 171
  15. Part 3. Interrogating research practices
  16. Chapter 10. Embodied reflexivity and researching the literacy practices of an adolescent multilingual refugee who is d/Deaf/Hard-of-Hearing 184
  17. Chapter 11. Exploring the ‘void’ of silent/ced knowledge and expertise of multilingual learners 206
  18. Chapter 12. Critical collaborative autoethnography 232
  19. Chapter 13. Commentary: Challenging extractive epistemologies through positionalities of relation and community accountability 253
  20. Chapter 14. Conclusion: Innovative research on multilingual literacy development 261
  21. Index 265
https://doi.org/10.1075/rmal.11.07sal

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. List of contributors vii
  4. Chapter 1. Introduction: Innovative paths in researching multilingual literacy development 1
  5. Part 1. Challenges and affordances of qualitative methodological approaches
  6. Chapter 2. Rethinking qualitative meta-syntheses in literacy studies 24
  7. Chapter 3. An ethnetnography of (non)belonging 45
  8. Chapter 4. Communicating selves 67
  9. Chapter 5. Commentary: The instability of ‘data’ in a postdigital era 92
  10. Part 2. Challenges and affordances of qualitative methodological approaches
  11. Chapter 6. Korean American children’s voices in translanguaging Play-Based Family Literacy (PBFL) through the  suda  ( 수다 ) approach 102
  12. Chapter 7. Bridging language and STEM 125
  13. Chapter 8. Families’ literacies of (in)visibilty 149
  14. Chapter 9. Commentary: Advancing theory through multilingual literacy qualitative research 171
  15. Part 3. Interrogating research practices
  16. Chapter 10. Embodied reflexivity and researching the literacy practices of an adolescent multilingual refugee who is d/Deaf/Hard-of-Hearing 184
  17. Chapter 11. Exploring the ‘void’ of silent/ced knowledge and expertise of multilingual learners 206
  18. Chapter 12. Critical collaborative autoethnography 232
  19. Chapter 13. Commentary: Challenging extractive epistemologies through positionalities of relation and community accountability 253
  20. Chapter 14. Conclusion: Innovative research on multilingual literacy development 261
  21. Index 265
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