Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-fscjk Total loading time: 0 Render date: 2024-12-28T07:08:21.884Z Has data issue: false hasContentIssue false

13 - Multilingualism, Emotion, and Affect

from Part Three - Family Language Policy

Published online by Cambridge University Press:  18 August 2022

By
Ana Christina DaSilva Iddings ,
Eliza D. Butler  and
Tori K. Flint
Edited by
Anat Stavans  and
Ulrike Jessner
Anat Stavans
Affiliation:
Beit Berl College, Israel
Ulrike Jessner
Affiliation:
Leopold-Franzens-Universität Innsbruck, Austria
Get access

Summary

Much of the scholarly literature in second language acquisition relates language development with different cognitive, sociocultural, and linguistic factors, but little research relates second language acquisition to affect. This paucity of research is especially relevant in the case of immigrant populations, for whom there is a possibility of discontinuity of affective ties referent to their extended families left in the native land. In this chapter we aim to understand interconnections between the development of multilingualism and biliteracy for young children who are first-generation Americans, and the composition of digital picture books to evoke affective experiences relative to remote eco-social environments.

Keywords

affectearly childhoodemotionfamiliesimmigrantmultilingualismmultimodality
Type
Chapter
Information
The Cambridge Handbook of Childhood Multilingualism , pp. 304 - 324
Publisher: Cambridge University Press
Print publication year: 2022

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Agar, M. (1994). Language Shock: Understanding the Culture of Conversation. New York: Morrow.Google Scholar
Ashton-Warner, S. (1963). Teacher. New York: Simon and Schuster/London: Secker & Warburg.Google Scholar
Baca, J. S. (1991). Working in the Dark: Reflections of a Poet of the Barrio. Santa Fe: Red Crane.Google Scholar
Barker, J., & Smith, F. (2012). What’s in focus? A critical discussion of photography, children, and young people. International Journal of Social Research Methodology, 15(2), 92–103, https://doi.org/10.1080/13645579.2012.649406.CrossRefGoogle Scholar
Bechara, A., Damasio, A. R., Damasio, H., & Anderson, S. W. (1994). Insensitivity to future consequences following damage to human prefrontal cortex. Cognition, 50, 1–3.Google Scholar
Blommaert, J. (2013). Ethnography, Superdiversity and Linguistic Landscapes: Chronicles of Complexity. Clevedon: Multilingual Matters.Google Scholar
Boldt, G., & Leander, K. M. (2020). Affect theory in reading research: Imagining the radical difference. Reading Psychology, 41(6), 515–32.Google Scholar
Boldt, G., Lewis, C., & Leander, K. M. (2015). Moving, feeling, desiring, teaching. Research in the Teaching of English, 49(4), 430–41.Google Scholar
Brügelmann, H., & Brinkmann, E. (2013). Combining openness and structure in the initial literacy curriculum. A language experience approach for beginning teachers, www.erika-brinkmann.de/daten/publikation/brue.bri.language_experience.ABC_LL_LE.engl.130319.pdf.Google Scholar
Bruner, J. (1983). In Search of Mind: Essays in Autobiography. New York: Harper & Row.Google Scholar
Burnett, C., & Merchant, G. (2020). Returning to text: Affect, meaning making, and literacies. Reading Research Quarterly, 56(2), 355–67.Google Scholar
Butler, E. D., Feller, N., & Da Silva Iddings, A. C. (2016). Stories that travel: Preservice teachers using photography to understand children’s Funds of Knowledge. In da Silva Iddings, A. C., ed., Re-designing Teacher Education for Culturally and Linguistically Diverse Children: A Critical-Ecological Approach. New York: Taylor and Francis, pp. 136–57.Google Scholar
Cook, T., & Hess, E. (2007). What the camera sees and from whose perspective: Fun methodologies for engaging children in enlightening adults. Childhood, 14(1), 29–45.Google Scholar
CREATE (Communities as Resources in Early Childhood Teacher Education). (2011–16). http://createarizona.org/.Google Scholar
Cummins, J. (2000). Language, Power and Pedagogy: Bilingual Children in the Crossfire. Clevedon: Multilingual Matters.Google Scholar
Cummins, J. (2001). Negotiating Identities: Education for Empowerment in a Diverse Society, 2nd Ed. Los Angeles: California Association for Bilingual Education.Google Scholar
Cummins, J., & Early, M., eds. (2011). Identity Texts: The Collaborative Creation of Power in Multilingual Schools. Staffordshire: Trentham Books.Google Scholar
Cummins, J., & Persad, R. (2014). Teaching through a multilingual lens: The evolution of EAL policy and practice in Canada. Education Matters: The Journal of Teaching and Learning, 2(1), 3–40.Google Scholar
Damasio, A. R. (1999). The Feeling of What Happens: Body and Emotion in the Making of Consciousness. New York: Harcourt, Brace and Company.Google Scholar
DaSilva Iddings, A. C., & Leander, K. (2019). Thinking and feeling the intervals of languaging and materializing: A few movements of a transnational family. In Leander, K. & Ehret, C., eds. Literacy and Affect. New York: Routledge, pp. 124–43.Google Scholar
Delpit, L. (1988). The silenced dialogue: Power and pedagogy in educating other people’s children. Harvard Educational Review, 58(3), 280–99, https://doi.org/10.17763/haer.58.3.c43481778r528qw4.CrossRefGoogle Scholar
Deleuze, G., & Guattari, F. (1987). A Thousand Plateaus: Capitalism and Schizophrenia. Minneapolis: University of Minnesota Press.Google Scholar
DeMarie, D., & Ethridge, E. A. (2006). Children’s images of preschool: The power of photography. Young Children, 61(1), 101–04.Google Scholar
Ehret, C., & Hollett, T. (2016). Affective dimensions of participatory design research in informal learning environments: Placemaking, belonging, and correspondence. Cognition and Instruction, 34(3), 250–58.CrossRefGoogle Scholar
Einarsdottir, J. (2005). Playschool in pictures: Children’s photography as a research method. Early Child Development and Care, 175(6), 523–41.Google Scholar
Entz, S. (2009). Picture This: Photography Activities for Early Childhood Learning, 2nd Ed. Thousand Oaks: Corwin Press.Google Scholar
Fasoli, L. (2003). Reading photographs of young children: Looking at practices. Contemporary Issues in Early Childhood, 4(1), 32–47.Google Scholar
Firmat, P. (2003). A Poet’s Truth: Conversations with Latino/Latina Poets. Interview by Bruce Allen Dick. Tucson: University of Arizona Press.Google Scholar
Fischer, K. W., & Tangney, J.P. (1995). Self-conscious emotions and the affect revolution: Framework and overview. In Tangney, J. P. & Fischer, K. W., eds., Self-conscious Emotions: The Psychology of Shame, Guilt, Embarrassment, and Pride. New York: Guilford Press, pp. 3–22.Google Scholar
Flint, T. K. (2020). Responsive play: Creating transformative classroom spaces through play as reader response. Journal of Early Childhood Literacy, 20(2), 385–410.Google Scholar
Frawley, W., & Lantolf, J. P. (1984). Speaking and self-order: A critique of orthodox L2 research. Studies in Second Language Acquisition, 6(2), 143–59.Google Scholar
Freire, P. (1970). Pedagogy of the Oppressed. New York: Continuum.Google Scholar
García, O. (2009). Bilingual Education in the 21st Century: A Global Perspective. Malden: Blackwell, https://doi.org/10.1111/j.1548-1395.2012.01130.Google Scholar
García, O., Bartlett, L., & Kleifgen, J. A. (2007). From biliteracy to pluriliteracies. In Auer, P. & Li, W., eds., Handbook of Applied Linguistics, Vol. 5, Multilingualism. Berlin: Mouton de Gruyter, pp. 207–28.Google Scholar
González, N. (2001). I Am My Language: Discourses of Women and Children in the Borderlands. Tucson: University of Arizona Press.Google Scholar
González, N., Moll, L. C., & Amanti, C. (2005). Funds of Knowledge: Theorizing Practice in Households, Communities, and Classrooms. Mahwah: L. Erlbaum Associates.Google Scholar
Goodman, Y. (1997). Multiple roads to literacy. In Taylor, D., ed., Many Families, Many Literacies. Portsmouth: Heinemann, pp. 56–61.Google Scholar
Goodwin, A. L., Cheruvu, R., & Genishi, C. (2008). Responding to multiple diversities in early childhood education: How far have we come? In Genishi, C. & Goodwin, A. L., eds., Diversities in Early Childhood Education: Rethinking and Doing. New York: Routledge, pp. 3–10.Google Scholar
Hornberger, N. H. (1990). Creating successful learning contexts for bilingual literacy. Teachers College Record, 92, 212–29.Google Scholar
Hornberger, N. H. (2013). Biliteracy continua. In Hawkins, M. R., ed., Framing Languages and Literacies: Socially Situated Views and Perspectives. New York: Routledge, pp. 149–63.Google Scholar
Hornberger, N. H., ed. (2003). Continua of Biliteracy: An Ecological Framework for Educational Policy, Research and Practice in Multilingual Settings. Clevedon: Multilingual Matters.CrossRefGoogle Scholar
Hull, G. A., & Katz, M. (2006). Crafting an agentive self: Case studies of digital storytelling. Research in the Teaching of English, 41(1), 43–81.Google Scholar
John-Steiner, V. (2000). Creative Collaboration. Oxford: Oxford University Press.Google Scholar
Kitayama, S., Markus, H. R., & Matsumoto, H. (1995). Culture, self, and emotion: A cultural perspective on “self-conscious” emotions. In Tangney, J. P. & Fischer, K. W., eds., Self-Conscious Emotions: The Psychology of Shame, Guilt, Embarrassment, and Pride. New York: Guilford Press, pp. 439–64.Google Scholar
Kress, G. (2009). Multimodality: A Social Semiotic Approach to Contemporary Communication. Abingdon: Routledge.CrossRefGoogle Scholar
Kress, G., & Van Leeuwen, T. (2001). Multimodal Discourse: The Modes and Media for Contemporary Communication. London: Edward Arnold.Google Scholar
Ladson-Billings, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34(3), 159–65, https://doi.org/10.1080/00405849509543675.Google Scholar
Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural Theory and the Genesis of Second Language Development. Oxford: Oxford University Press.Google Scholar
Leander, K. M., & Boldt, G. (2013). Rereading ‘A pedagogy of multiliteracies’: Texts, identities, and futures. Journal of Literacy Research, 45(1), 22–46.Google Scholar
Leander, K. M., & Ehret, C., eds. (2019). Affect in Literacy Learning and Teaching: Pedagogies, Politics, and Coming to Know. New York: Routledge.CrossRefGoogle Scholar
Leander, K. M., & Frank, A. (2006.) The aesthetic production and distribution of image/subjects among online youth. E-Learning, 3(2), 185–206.Google Scholar
Lenters, K. (2016). Riding the lines and overwriting in the margins: Affect and multimodal literacy practices. Journal of Literacy Research, 48(3), 280–316.Google Scholar
Luttrell, W. (2010). “A camera is a big responsibility”: A lens for analysing children’s visual voices. Visual Studies, 25(3), 224–37.Google Scholar
Martin-Jones, M., & Jones, K. E., eds. (2001). Multilingual Literacies: Reading and Writing Different Worlds (Vol. 10). Amsterdam: John Benjamins.Google Scholar
Maturana, H. (2009). Emoções e linguagem na educação e na política. Belo Horizonte: Editora UFMG.Google Scholar
Massumi, B. (2002). Parables for the Virtual: Movement, Affect, Sensation. Durham: Duke University Press.Google Scholar
Merchant, G. (2007). Writing the future in the digital age. Literacy, 41(3), 118–28.Google Scholar
Merewether, J., & Fleet, A. (2014). Seeking children’s perspectives: A respectful layered research approach. Early Child Development and Care, 184(6), 897–914.Google Scholar
New London Group (2000). A pedagogy of multiliteracies designing social futures. In Cope, B. & Kalantzis, M. M., eds., Multiliteracies: Literacy Learning and Design of Social Futures. London: Routledge, pp. 9–37.Google Scholar
Niccolini, A. (2019). “It’s something that requires passion”: After-echoes of the ethnic studies ban. In Leander, K. M. & Ehret, C., eds., Affect in Literacy Teaching and Learning: Pedagogies, Politics, and Coming to Know. New York: Routledge, pp. 109–23.Google Scholar
Ntelioglou, B. Y., Fannin, J., Montanera, M., & Cummins, J. (2014). A multilingual and multimodal approach to literacy teaching and learning in urban education: A collaborative inquiry project in an inner city elementary school. Frontiers in Psychology, 5(533), 1–10, https://doi.org/10.3389/fpsyg.2014.00533.Google Scholar
Pandya, J. Z., Pagdilao, K. C., & Kim, E. A. (2015). Transnational children orchestrating competing voices in multimodal, digital autobiographies. Teachers College Record, 117(7), 1–32.Google Scholar
Pavlenko, A. (2004). “Stop doing that, Ia komu skazala!” Language choice and emotions in parent–child communication. Journal of Multilingual and Multicultural Development, 25(2–3), 179–203.CrossRefGoogle Scholar
Pyle, A. (2012). Engaging young children in research through photo elicitation. Early Child Development and Care, 183(11), 1544–58.Google Scholar
Robinson, B., & Kutner, M. (2019). Spinoza and the affective turn: A return to the philosophical origins of affect. Qualitative Inquiry, 25(2), 111–17.Google Scholar
Rowsell, J. (2011). Carrying my family with me: Artifacts as emic perspectives. Qualitative Research, 11(3), 331–46.Google Scholar
Rowsell, J. (2013). Working with Multimodality: Rethinking Literacy in a Digital Age. London: Routledge.Google Scholar
Schiller, J., & Tillett, B. (2004). Using digital images with young children: Challenges of integration. Early Child Development and Care, 174(4), 401–14.Google Scholar
Souto-Manning, M. (2016). Honoring and building on the rich literacy practices of young bilingual and multilingual learners. The Reading Teacher, 70(3), 263–71.Google Scholar
Stacey, S. (2015). Pedagogical Documentation in Early Childhood: Sharing Children’s Learning and Teachers’ Thinking. St. Paul: Red Leaf Press.Google Scholar
Stavans, A., & Hoffman, C. (2015). Multilingualism. Cambridge: Cambridge University Press.Google Scholar
Stires, S., & Genishi, C. (2008). Learning English in school: Rethinking curriculum, relationships, and time. In Genishi, C. & Goodwin, A. L., eds., Diversities in Early Childhood Education: Rethinking and Doing. New York: Routledge, pp. 49–66.Google Scholar
Swain, M. (2013). The inseparability of cognition and emotion in second language learning. Language Teaching, 46, 195–207.Google Scholar
Swain, M., & Watanabe, Y. (2012). Languaging: Collaborative dialogue as a source of second language learning. In Chappelle, C. A. et al., eds., The Encyclopedia of Applied Linguistics. New York: Wiley, https://doi.org/10.1002/9781405198431.wbeal0664.pub2.Google Scholar
Templeton, T. N. (2018). “I Know How to Take a Picture”: Young Children’s Photographic Practices and the Construction of Identity. Doctoral dissertation, Teachers College, Columbia University.Google Scholar
Vygotsky, L. S. (1997). The Collected Works of L. S. Vygotsky: Problems of the Theory and History of Psychology (Vol. 3). Berlin: Springer.Google Scholar
Vygotsky, L. S. (2000). Thought and Language (Revised), edited by Kozulin, A.. Cambridge, MA: MIT Press.Google Scholar
Zapata, M. A. (2013). Examining the Multilingual and Multimodal Resources of Young Latino Picturebook Makers. Doctoral dissertation, University of Texas at Austin. https://repositories.lib.utexas.edu/.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×