Identity Texts and Academic Achievement: Connecting the Dots in Multilingual School Contexts

TESOL Quarterly

Volumn 49, Issue 3, 2015, Pages 555-581

  Cummins, Jim ^a   Hu, Shirley ^b   Markus, Paula ^b   Kristiina Montero, M ^c  

^a UNIVERSITY OF TORONTO   (Canada)

^b TORONTO DISTRICT SCHOOL BOARD   (Canada)

^c WILFRID LAURIER UNIVERSITY   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84941566845     PISSN: 00398322     EISSN: 15457249     Source Type: Journal    
DOI: 10.1002/tesq.241     Document Type: Article

References (47)

1. Battiste, M. (2013). Decolonizing education: Nourishing the learning spirit. Saskatoon, Canada: Purich Publishing.
2. Bishop, R., & Berryman, M. (2006). Culture speaks: Cultural relationships and classroom learning. Wellington, New Zealand: Huia Publishers.
3. Brozo, W., Shiel, G., & Topping, K. (2007). Engagement in reading: Lessons learned from three PISA countries. Journal of Adolescent and Adult Literacy, 51, 304-315. doi:10.1598/JAAL.51.4.2
4. Celic, C., & Seltzer, K. (2011). Translanguaging: A CUNY-NYSIEB guide for educators. New York, NY: CUNY-NYSIEB. Retrieved from http://www.nysieb.ws.gc.cuny.edu/files/2012/06/FINAL-Translanguaging-Guide-With-Cover-1.pdf
5. Chow, P., & Cummins, J. (2003). Valuing multilingual and multicultural approaches to learning. In S. R. Schecter & J. Cummins (Eds.), Multilingual education in practice: Using diversity as a resource (pp. 32-61). Portsmouth, NH: Heinemann.
6. Cummins, J. (2001). Negotiating identities: Education for empowerment in a diverse society (2nd ed.). Los Angeles: California Association for Bilingual Education.
7. Cummins, J. (2004). Multiliteracies pedagogy and the role of identity texts. In K. Leithwood, P. McAdie, N. Bascia, & A. Rodigue (Eds.), Teaching for deep understanding: Towards the Ontario curriculum that we need (pp. 68-74). Toronto, Canada: Ontario Institute for Studies in Education of the University of Toronto and the Elementary Federation of Teachers of Ontario.
8. Cummins, J., Bismilla, V., Chow, P., Cohen, S., Giampapa, F., Leoni, L., Sandhu, P., & Sastri, P. (2005). Affirming identity in multilingual classrooms. Educational Leadership, 63(1), 38-43.
9. Cummins, J., & Early, M. (Eds.). (2011). Identity texts: The collaborative creation of power in multilingual schools. Stoke-on-Trent, England: Trentham Books.
10. Cummins, J., & Early, M. (2015). Big ideas for expanding minds: Teaching English language learners across the curriculum. Toronto, Canada: Rubicon Press/Pearson.
11. Dion, S., Johnstone, K., & Rice, C. (2010). Decolonizing our schools: Aboriginal education in the Toronto District School Board. Toronto, Canada: York University.
12. Duke, N. (2000). For the rich it's richer: Print experiences and environments offered to children in very low and very high socioeconomic status first-grade classrooms. American Educational Research Journal, 37, 441-478. doi:10.3102/00028312037002441
13. Elley, W. B. (1991). Acquiring literacy in a second language: The effect of book-based programs. Language Learning, 41, 375-411. doi:10.1111/j.1467-1770.1991.tb00611.x
14. Elley, W. B., & Mangubhai, F. (1983). The impact of reading on second language learning. Reading Research Quarterly, 19, 53-67. doi:10.2307/747337
15. Francis, D., Lesaux, N., & August, D. (2006). Language of instruction. In D. August & T. Shanahan (Eds.), Developing literacy in second-language learners. Report of the National Literacy Panel on Language-Minority Children and Youth (pp. 365-413). Mahwah, NJ: Lawrence Erlbaum.
16. Gee, J. P. (2004). Situated language and learning: A critique of traditional schooling. London, England: Routledge.
17. Graham, S., & Herbert, M. (2010). Writing to read: Evidence for how writing can improve reading. New York, NY: Carnegie Corporation.
18. Guthrie, J. T. (2004). Teaching for literacy engagement. Journal of Literacy Research, 36, 1-30. doi:10.1207/s15548430jlr3601_2
19. Hamilton Wentworth District School Board TV. (2013). Dylan Rivers at Songide'ewin exhibit opening [video file]. Retrieved from https://http://www.youtube.com/watch?v=KZV0b2IFcok
20. Iseke-Barnes, J. (2008). Pedagogies for decolonizing. Canadian Journal of Native Education, 31(1), 123-148.
21. Kanu, Y. (2011). Integrating Aboriginal perspectives into the school curriculum: Purposes, possibilities, and challenges. Toronto, Canada: University of Toronto Press.
22. Krashen, S. D. (2004). The power of reading: Insights from the research (2nd ed.). Portsmouth, NH: Heinemann.
23. Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco, CA: Jossey-Bass.
24. Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32, 465-491. doi:10.3102/00028312032003465
25. Lindholm-Leary, K. J., & Borsato, G. (2006). Academic achievement. In F. Genesee, K. Lindholm-Leary, W. Saunders, & D. Christian (Eds.), Educating English language learners (pp. 176-222). New York, NY: Cambridge University Press.
26. Lindsay, J. (2010). Children's access to print material and education-related outcomes: Findings from a meta-analytic review. Naperville, IL: Learning Point Associates.
27. Lucas, T., & Katz, A. (1994). Reframing the debate: The roles of native languages in English-only programs for language minority students. TESOL Quarterly, 28, 537-562. doi:10.2307/3587307
28. Manyak, P. C. (2004). "What did she say?" Translation in a primary-grade English immersion class. Multicultural Perspectives, 6, 12-18. doi:10.1207/S15327892mcp0601_3
29. Mol, S. E., & Bus, A. (2011). To read or not to read: A meta-analysis of print exposure from infancy to early adulthood. Psychological Bulletin, 137(2), 267-296. doi:10.1037/a0021890
30. Montero, M. K., Bice-Zaugg, C., Marsh, A. C. J., & Cummins, J. (2013). Activist literacies: Validating Aboriginality through visual and literary identity texts. Journal of Language and Literacy Education [Online], 9(1), 73-94. Retrieved from http://jolle.coe.uga.edu/wp-content/uploads/2013/06/Validating-Aboriginality.pdf
31. Nakanishi, T. (2015). A meta-analysis of extensive reading research. TESOL Quarterly, 49, 6-37. doi:10.1002/tesq.157
32. Neuman, S. B. (1999). Books make a difference: A study of access to literacy. Reading Research Quarterly, 34, 286-311. doi:10.1598/RRQ.34.3.3
33. Neuman, S. B., & Celano, D. (2001). Access to print in low-income and middle-income communities: An ecological study of four neighbourhoods. Reading Research Quarterly, 36, 8-26.
34. Norton, B. (2013). Identity and language learning: Extending the conversation (2nd ed.). Bristol, England: Multilingual Matters.
35. Norton Peirce, B. (1995). Social identity, investment and language learning. TESOL Quarterly, 29, 9-32. doi:10.2307/3587803
36. Ogbu, J. U. (1978). Minority education and caste. New York, NY: Academic Press.
37. Organisation for Economic Cooperation and Development (OECD). (2010a). PISA 2009 results: Learning to learn-Student engagement, strategies and practices (Volume III). Paris, France: Author. Retrieved from http://www.oecd.org/dataoecd/11/17/48852630.pdf
38. Organisation for Economic Cooperation and Development (OECD). (2010b). PISA 2009 results: Overcoming social background- Equity in learning opportunities and outcomes (Volume II). Paris, France: Author. Retrieved from http://www.oecd.org/pisa/pisaproducts/48852584.pdf
39. Pasricha, N. (2010). The book of awesome. New York, NY: Penguin.
40. Sleeter, C. E. (2011). The academic and social value of ethnic studies: A research review. Washington, DC: The National Education Association.
41. Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52, 613-629. doi:10.1037/0003-066X.52.6.613
42. Tejeda, C., Espinoza, M., & Gutiérrez, K. (2003). Toward a decolonizing pedagogy: Social justice reconsidered. In P. P. Trifonas (Ed.), Pedagogies of difference: Rethinking education for social justice (pp. 9-38). New York, NY: Routledge.
43. Toohey, K., Manyak, P., & Day, E. (2007). ESL learners in the early school years: Identity and mediated classroom practices. In J. Cummins & C. Davison (Eds.). International handbook of English language teaching (pp. 625-638). New York, NY: Springer Science.
44. Toulouse, P. R. (2011). Achieving Aboriginal student success: A guide for K to 8 classrooms. Winnipeg, Canada: Portage & Main Press.
45. Ulmer, M. (2001). M is for maple: A Canadian alphabet. Chelsea, MI: Sleeping Bear Press.
46. U.S. Commission on Civil Rights. (1973). Teachers and students: Differences in teacher interaction with Mexican-American and Anglo students. Washington, DC: U.S. Government Printing Office.
47. Walker, D. (2014). A pedagogy of powerful communication: Youth radio and radio arts in the multilingual classroom. New York, NY: Peter Lang.