OVERVIEW: It's a bit of a mash up to try to put these two ideas together--or at least it would have felt like a mash up until 2020 when nothing about writing in electronic spaces is not worth exploring. Right now, teachers everywhere are teaching in online spaces, including literacy instruction, which includes, helping our students to be strong writers. They are teaching online and in person and doing both at the same time. And sometimes that also includes working with multilingual readers and writers.
I have an idea that the pandemic will be setting back online education a good fifteen years, because I don't think anyone involved in the past school year has the stomach for it. However, writing and technology has a long history--at one time, even a pencil was new technology. Thought of one way, writing itself is technology. For today's discussion post, I want to think about this fact in relationship to multilingual readers and writers. As we think about this, let's not forget what we know from Inoue, from Villanueva. And let's think about this idea of "threshold concepts." Threshold concepts in writing are the same for multilingual writers as they are for monolingual writers, sure, but in an electronic space? In the brave new world of computing and the interet? Social media? In truth this is where all of our students will be doing most of their writing for most of their lives.
POST: Considering the reading from the past two weeks, in what ways does technology support multilingual readers/writers who are trying to learn how to be successful students in English? In what ways does it gum up the works for them? What possibilities and challenges does it present to teachers of these students? Certainly feel to connect this to your actual lived experience in the classroom--either as a teacher or as a student, as a monolingual or multilingual reader and writers, as a someone who embraces technology or who doesn't.
RESPOND: Once you've posted, read and respond to more than one of your colleagues.
I have an idea that the pandemic will be setting back online education a good fifteen years, because I don't think anyone involved in the past school year has the stomach for it. However, writing and technology has a long history--at one time, even a pencil was new technology. Thought of one way, writing itself is technology. For today's discussion post, I want to think about this fact in relationship to multilingual readers and writers. As we think about this, let's not forget what we know from Inoue, from Villanueva. And let's think about this idea of "threshold concepts." Threshold concepts in writing are the same for multilingual writers as they are for monolingual writers, sure, but in an electronic space? In the brave new world of computing and the interet? Social media? In truth this is where all of our students will be doing most of their writing for most of their lives.
POST: Considering the reading from the past two weeks, in what ways does technology support multilingual readers/writers who are trying to learn how to be successful students in English? In what ways does it gum up the works for them? What possibilities and challenges does it present to teachers of these students? Certainly feel to connect this to your actual lived experience in the classroom--either as a teacher or as a student, as a monolingual or multilingual reader and writers, as a someone who embraces technology or who doesn't.
RESPOND: Once you've posted, read and respond to more than one of your colleagues.
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