Home Linguistics & Semiotics Chapter 11. Exploring the ‘void’ of silent/ced knowledge and expertise of multilingual learners
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Chapter 11. Exploring the ‘void’ of silent/ced knowledge and expertise of multilingual learners

  • Diana J. Arya , Fátima Andrade Martínez , Valérie Meier and Andrew Maul
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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

Grounded in a new sociolinguistic, literacy-centered theory — dialogic void — as a way of exploring silences in educational spaces, we explored the expressed cultural, linguistic, and experiential knowledge of 63 multilingual (Spanish/English) elementary students and the contextual factors (e.g., scaffolded questioning from discussion facilitators) that may impact how much knowledge and expertise multilingual students share. Findings show how the questions and methodological decisions literacy scholars make, and the ways findings about multilingual learners in English-dominant classroom contexts are represented can illuminate otherwise hidden knowledge and expertise. We highlight how this methodological innovation may be helpful to qualitative literacy researchers in more deeply exploring their positionality and ways that disciplinary, cultural, linguistic, and professional identities can shape (and potentially obscure) observations.

Abstract

Grounded in a new sociolinguistic, literacy-centered theory — dialogic void — as a way of exploring silences in educational spaces, we explored the expressed cultural, linguistic, and experiential knowledge of 63 multilingual (Spanish/English) elementary students and the contextual factors (e.g., scaffolded questioning from discussion facilitators) that may impact how much knowledge and expertise multilingual students share. Findings show how the questions and methodological decisions literacy scholars make, and the ways findings about multilingual learners in English-dominant classroom contexts are represented can illuminate otherwise hidden knowledge and expertise. We highlight how this methodological innovation may be helpful to qualitative literacy researchers in more deeply exploring their positionality and ways that disciplinary, cultural, linguistic, and professional identities can shape (and potentially obscure) observations.

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.11.11ary

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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