Diverse Learners Top Hat Organizer

Article One: ​Emergent bilingual students in secondary
school: Along the academic language and literacy
continuum
- Emergent Bilingual: students, typically
immigrants, or indigenous peoples, who are
adding the dominant state language taught in
school to their home language, and becoming
bilingual in the process
- Secondary emergent bilinguals have been
deemed “overlooked and undeserved” in
research and educational practices
- It takes many years for emergent bilinguals to
perform to the level of their peers on their tests
in the language of the state
Article Two: ​Navigating Cultures and Identities to Learn
Literacies for Life
- Code-switching and code-breaking revolves
around teachers
(can be a form of teaching youth to navigate dif.
contexts)
- Teachers need to include literacy practices and
be aware that students can take on multiple
identities
- Argued for access & opportunity for those who
had not achieved reading proficiency at an early
age

Similarities:

Both articles prime their focus on students and are concerned about the reading proficiency of each student. Each
article talks about the importance of language for students and teachers in the classroom. The identities and cultures
of each student was also a topic that was discussed in both of the articles.
My Thoughts

There was a sentence that said that standards need to be applied to the real-life experiences of students, instead of
asking students to leave their identities behind in order to learn literacy skills. I think that this concept or idea is
important because it reflects on how important the identities of each student are and how they shouldn’t have to
leave their cultures behind because of what they are learning in school. It’s important for educators to recognize that
each student has their own individual identity and that each identity can impact the literacy skills taught in class.

Moje, B. E., Giroux, C., & Muehling, N. (2017). Navigating cultures and identities to learn literacies for life:
Rethinking adolescent literacy teaching in a post-core world. In K. Hinchman & D. Appleman (ed) Adolescent
literacies: A handbook of practice-based research.

Menken, Kate. (2013). Emergent bilingual students in secondary school: Along the academic language and
literacy continuum.​ ​Language Teaching, 46, pp 438-476 doi:10. 1017/ S0261444813000281