Almost everyone in the United States experiences some form of
schooling and thus forms opinions o... more Almost everyone in the United States experiences some form of schooling and thus forms opinions of what schools are, falls victim to folk theory about curriculum, and lives their lives by the myths about American education. Truth and reality have become debatable concepts in public language. The semiological concept of myth plays an influential role in these debates. However, just as myths can be used to confuse and convince, if remythified they also can be used to clarify and conjure up a new language of reality. In this article, I critique the myth of Critical Race Theory (CRT) in US schools. I then extend the work of Barthes ([1957] 1972. Mythologies. Translated by Annette Lavers. New York: Hill and Wang) in applying a third semiological chain that acts to remythify this myth with a new, more positive meaning and reality, with hopes that this process could be extended to other American education mythologies.
MORE AND MORE, educators are purposefully leveraging the linguistic landscape of communities to i... more MORE AND MORE, educators are purposefully leveraging the linguistic landscape of communities to increase student access to rich environmental print, increase student motivation and active engagement in their literacy development, and raise critical language awareness of language use in their communities. The use of multimodal literacies is also important for increasing inclusivity in literacy development among neurodiverse students, students with learning differences, and active bilingual learners/users of English (ABLE students). We describe here a multimodal literacies model, Linguistic Landscape in Second Language Teaching and Learning (LLinL2TL), that teachers can use to immediately engage their students in using signs in their own communities to create and share stories. We provide examples of how the LLinL2TL model bridges the environmental print of students’ immediate community neighborhoods with literacy instruction at school and how and why this is meaningful for ABLE students and students who are neurodivergent or have learning differences. This has potential for expanding upon familiar literacy instruction for students with disabilities and ABLE students, which can by default often be more multimodal.
This chapter highlights the potential and practical application of CALL and specifically the use ... more This chapter highlights the potential and practical application of CALL and specifically the use of massively multiplayer online role-playing games (MMORPGs) for the language and identity socialization of transnational students. The authors focus on the educational trajectories of 1) children returnees and 2) international migrants who have lived and attended school in the U.S. and now have been uprooted to Mexico as a result of repatriation and/or deportation. The authors advocate creating blended affinity spaces at schools where youth can meet and play digital role-playing games. Game-ecology literacy development within these spaces is detailed through the sharing of game screen shots, blog posts, and the perspectives of transnational students that support this kind of learning within the EFL environment. The chapter concludes with a “call to action” and steps for educators to create such blended affinity spaces for gaming at schools.
Set in the Central highlands of México, 73 youth, ages 10-17, became authors and writers (autores... more Set in the Central highlands of México, 73 youth, ages 10-17, became authors and writers (autores y escritores) of their own insider stories. A multinational/multi-institutional research team trained university students from México, the U.S., and Germany on a narrative text structure strategy, that included multimodal representations of text structure (chants, icons, visual text mapping) and in the creation of theme-based (immigration and intercultural competency) wordless picture books for eliciting oracy/literacy development, through story retells. Conducting action research, during a four-day community-based summer camp, university students leveraged magic tricks, theme-based storytelling and retelling, and the Embedded Story Structure (ESS) Routine to facilitate the campers' creation of their own, insider-written, themebased stories. Forty Latinx-authored bilingual children's books about immigration and intercultural competency, were also used as mentor texts for the campers' own stories. All 73 campers completed individual, insider-written children's books. Examples of student-authored stories from each theme and of how youth leaned on the ESS Routine for organizing their thoughts and writing their stories, are shared. Observational and anecdotal data from students, including students with disabilities, are relayed through two vignettes that point to the positive impact of storytelling (oracy) and the ESS Routine on campers' increased motivation and ability to become autores y escritores.
The field of reading instruction has long valued storytelling for literacy development, but what ... more The field of reading instruction has long valued storytelling for literacy development, but what kinds of stories are bi/multilingual students exposed to at school? Through the cognitive phenomena of conceptual metonymy and metaphor, this article links language to identity and exposes practices that act to fracture the identities of bi/multilingual students, redefined here as active bilingual learners/users of English (ABLE). Three teacher practices are detailed for creating a school world that reflects the identities of ABLE students: (1) using content-based story retells, (2) critically questioning the display of languages on school walls and in dual-language books, and (3) co-constructing stories with ABLE students and their family/community members. Examples of these practices are provided, concluding with Language is Identity Awareness (LiIA) activities and how to activate critical consciousness through translanguaging pedagogy. Opening up space for critical translanguaging pedagogy is needed to start telling, writing, and reading the right kinds of stories.
The field of reading instruction has long valued storytelling for literacy development, but what ... more The field of reading instruction has long valued storytelling for literacy development, but what kinds of stories are bi/multilingual students exposed to at school? Through the cognitive phenomena of conceptual metonymy and metaphor, this article links language to identity and exposes practices that act to fracture the identities of bi/multilingual students, redefined here as active bilingual learners/users of English (ABLE). Three teacher practices are detailed for creating a school world that reflects the identities of ABLE students: (1) using content-based story retells, (2) critically questioning the display of languages on school walls and in dual-language books, and (3) co-constructing stories with ABLE students and their family/community members. Examples of these practices are provided, concluding with Language is Identity Awareness (LiIA) activities and how to activate critical consciousness through translanguaging pedagogy. Opening up space for critical translanguaging pedagogy is needed to start telling, writing, and reading the right kinds of stories.
Applications of CALL Theory in ESL and EFL Environments
This chapter sheds light on the potential impact of CALL theory and practice on the language and ... more This chapter sheds light on the potential impact of CALL theory and practice on the language and identity socialization of transnational children when educators imagine and promote interaction beyond the classroom. The authors focus specifically on the educational trajectories of 1) children returnees, who were born in Mexico, at some point in their lives moved to the U.S., and then returned to Mexico and 2) international migrants, born and many attended school in the U.S., and then moved to Mexico as a result of repatriation and/or deportation (Zúñiga & Vivas-Romero, 2014). The authors advocate creating blended affinity spaces (Przymus, 2016) at schools where youth can meet and play digital role-playing games, discuss game-ecology literacy development within these spaces, detail the implementation of such spaces in schools, and share game screen shots, blog posts, and the perspectives of transnational students that support this kind of learning within the EFL environment.
This study proposes to make the concept of translanguaging online accessible for teachers who wis... more This study proposes to make the concept of translanguaging online accessible for teachers who wish to connect their classrooms with students in other countries via telecollaboration projects. I explore the role of instructed code-switching, as a strategic and intentional translanguaging strategy, for developing learners’ symbolic competence and in promoting the kind of communication in transnational telecollaboration projects that leads to positive bilingual identity and language development. The majority of telecollaboration projects reported in the literature describe projects at the university language classroom setting and the varied dysfunctions that may lead to “failed communication” (O’Dowd & Ritter, 2013) or “missed communication” (Ware, 2005). In contrast, the study within describes the successful impact of a pedagogical intervention, the Functional Approach to Code-switching Electronically (FACE) (Author, 2014), that fostered intercultural understanding among public high...
Do adult learners of English make different and sometimes better decisions in English than their ... more Do adult learners of English make different and sometimes better decisions in English than their monolingual peers and teachers? It is likely, possible, and probable. Using evidence from classroom decision making studies, with over 500 participants, we demonstrate that often adult English learners (henceforth adult Active Bilingual Learners/Users of English [ABLE]) make more accurate decisions in English than first language English speakers, when given time and the ability to utilize their whole linguistic repertoire (i.e., translanguaging). We specifically look at differences in decisions that involve 1) common adverbs of frequency (rare, possible, likely, frequently, etc.) and 2) system 1 (implicit) vs. system 2 (analytical) thinking in cognitive reflection tests, such as math story problems. Understanding these surprising differences and advantages in decision making in English as an Additional Language (EAL) has important practical implications for test preparation and daily ins...
Appropriate Assessment e Instrucción de los Emergent Bilinguals con Disabilities
As compelling as the argument for supporting the home language of emergent bilinguals (EBs) with ... more As compelling as the argument for supporting the home language of emergent bilinguals (EBs) with disabilities is (Kay-Raining Bird, Trudeau, & Sutton, 2016; Peña, 2016), administrators, educators, and parents often fall back on personal beliefs that undermine the abilities and expectations for these children to learn bilingually. A current trend is to remove these individuals from dual-language classrooms in order to focus on the development of their English skills (Kay-Raining Bird, Genesee, & Varhoeven, 2016; Paradis, 2016; National Academies of Sciences, Engineering, and Medicine [NASEM], 2017). This can result in a loss of bilingual identity and peer social networks and have a negative psychological and academic impact (Parra, Evens, Fletcher, & Combs, 2014). This practice can stem from a lack of understanding of translanguaging in the assessment and instruction of EBs and the tendency of leaders to understand bilingualism through a monolinguistic paradigm, leading to the “language-as-problem” orientation in decision-making (Martínez-Álvarez, 2014; Przymus, 2016b). A partial solution can come from recognizing this orientation in school discourse and countering common myths regarding the placement of EBs with disabilities in dual-language classrooms (NASEM, 2017).
Choices regarding how signs are displayed in schools send messages regarding the status of langua... more Choices regarding how signs are displayed in schools send messages regarding the status of languages and speakers of those languages. The monolingual paradigm can be implicitly reified by the position, shape, color, etc. of languages in relation to English on school signage (Author & Co-author, 2018). This can have a negative impact for culturally and linguistically diverse youth. In combining critical race media literacy with linguistic landscape research, we uncover a hidden media of raciolinguistic ideologies (Alim, 2016), and confront the hegemony found on some of the most overlooked and under questioned representations of media - signs in schools.
Almost everyone in the United States experiences some form of
schooling and thus forms opinions o... more Almost everyone in the United States experiences some form of schooling and thus forms opinions of what schools are, falls victim to folk theory about curriculum, and lives their lives by the myths about American education. Truth and reality have become debatable concepts in public language. The semiological concept of myth plays an influential role in these debates. However, just as myths can be used to confuse and convince, if remythified they also can be used to clarify and conjure up a new language of reality. In this article, I critique the myth of Critical Race Theory (CRT) in US schools. I then extend the work of Barthes ([1957] 1972. Mythologies. Translated by Annette Lavers. New York: Hill and Wang) in applying a third semiological chain that acts to remythify this myth with a new, more positive meaning and reality, with hopes that this process could be extended to other American education mythologies.
MORE AND MORE, educators are purposefully leveraging the linguistic landscape of communities to i... more MORE AND MORE, educators are purposefully leveraging the linguistic landscape of communities to increase student access to rich environmental print, increase student motivation and active engagement in their literacy development, and raise critical language awareness of language use in their communities. The use of multimodal literacies is also important for increasing inclusivity in literacy development among neurodiverse students, students with learning differences, and active bilingual learners/users of English (ABLE students). We describe here a multimodal literacies model, Linguistic Landscape in Second Language Teaching and Learning (LLinL2TL), that teachers can use to immediately engage their students in using signs in their own communities to create and share stories. We provide examples of how the LLinL2TL model bridges the environmental print of students’ immediate community neighborhoods with literacy instruction at school and how and why this is meaningful for ABLE students and students who are neurodivergent or have learning differences. This has potential for expanding upon familiar literacy instruction for students with disabilities and ABLE students, which can by default often be more multimodal.
This chapter highlights the potential and practical application of CALL and specifically the use ... more This chapter highlights the potential and practical application of CALL and specifically the use of massively multiplayer online role-playing games (MMORPGs) for the language and identity socialization of transnational students. The authors focus on the educational trajectories of 1) children returnees and 2) international migrants who have lived and attended school in the U.S. and now have been uprooted to Mexico as a result of repatriation and/or deportation. The authors advocate creating blended affinity spaces at schools where youth can meet and play digital role-playing games. Game-ecology literacy development within these spaces is detailed through the sharing of game screen shots, blog posts, and the perspectives of transnational students that support this kind of learning within the EFL environment. The chapter concludes with a “call to action” and steps for educators to create such blended affinity spaces for gaming at schools.
Set in the Central highlands of México, 73 youth, ages 10-17, became authors and writers (autores... more Set in the Central highlands of México, 73 youth, ages 10-17, became authors and writers (autores y escritores) of their own insider stories. A multinational/multi-institutional research team trained university students from México, the U.S., and Germany on a narrative text structure strategy, that included multimodal representations of text structure (chants, icons, visual text mapping) and in the creation of theme-based (immigration and intercultural competency) wordless picture books for eliciting oracy/literacy development, through story retells. Conducting action research, during a four-day community-based summer camp, university students leveraged magic tricks, theme-based storytelling and retelling, and the Embedded Story Structure (ESS) Routine to facilitate the campers' creation of their own, insider-written, themebased stories. Forty Latinx-authored bilingual children's books about immigration and intercultural competency, were also used as mentor texts for the campers' own stories. All 73 campers completed individual, insider-written children's books. Examples of student-authored stories from each theme and of how youth leaned on the ESS Routine for organizing their thoughts and writing their stories, are shared. Observational and anecdotal data from students, including students with disabilities, are relayed through two vignettes that point to the positive impact of storytelling (oracy) and the ESS Routine on campers' increased motivation and ability to become autores y escritores.
The field of reading instruction has long valued storytelling for literacy development, but what ... more The field of reading instruction has long valued storytelling for literacy development, but what kinds of stories are bi/multilingual students exposed to at school? Through the cognitive phenomena of conceptual metonymy and metaphor, this article links language to identity and exposes practices that act to fracture the identities of bi/multilingual students, redefined here as active bilingual learners/users of English (ABLE). Three teacher practices are detailed for creating a school world that reflects the identities of ABLE students: (1) using content-based story retells, (2) critically questioning the display of languages on school walls and in dual-language books, and (3) co-constructing stories with ABLE students and their family/community members. Examples of these practices are provided, concluding with Language is Identity Awareness (LiIA) activities and how to activate critical consciousness through translanguaging pedagogy. Opening up space for critical translanguaging pedagogy is needed to start telling, writing, and reading the right kinds of stories.
The field of reading instruction has long valued storytelling for literacy development, but what ... more The field of reading instruction has long valued storytelling for literacy development, but what kinds of stories are bi/multilingual students exposed to at school? Through the cognitive phenomena of conceptual metonymy and metaphor, this article links language to identity and exposes practices that act to fracture the identities of bi/multilingual students, redefined here as active bilingual learners/users of English (ABLE). Three teacher practices are detailed for creating a school world that reflects the identities of ABLE students: (1) using content-based story retells, (2) critically questioning the display of languages on school walls and in dual-language books, and (3) co-constructing stories with ABLE students and their family/community members. Examples of these practices are provided, concluding with Language is Identity Awareness (LiIA) activities and how to activate critical consciousness through translanguaging pedagogy. Opening up space for critical translanguaging pedagogy is needed to start telling, writing, and reading the right kinds of stories.
Applications of CALL Theory in ESL and EFL Environments
This chapter sheds light on the potential impact of CALL theory and practice on the language and ... more This chapter sheds light on the potential impact of CALL theory and practice on the language and identity socialization of transnational children when educators imagine and promote interaction beyond the classroom. The authors focus specifically on the educational trajectories of 1) children returnees, who were born in Mexico, at some point in their lives moved to the U.S., and then returned to Mexico and 2) international migrants, born and many attended school in the U.S., and then moved to Mexico as a result of repatriation and/or deportation (Zúñiga & Vivas-Romero, 2014). The authors advocate creating blended affinity spaces (Przymus, 2016) at schools where youth can meet and play digital role-playing games, discuss game-ecology literacy development within these spaces, detail the implementation of such spaces in schools, and share game screen shots, blog posts, and the perspectives of transnational students that support this kind of learning within the EFL environment.
This study proposes to make the concept of translanguaging online accessible for teachers who wis... more This study proposes to make the concept of translanguaging online accessible for teachers who wish to connect their classrooms with students in other countries via telecollaboration projects. I explore the role of instructed code-switching, as a strategic and intentional translanguaging strategy, for developing learners’ symbolic competence and in promoting the kind of communication in transnational telecollaboration projects that leads to positive bilingual identity and language development. The majority of telecollaboration projects reported in the literature describe projects at the university language classroom setting and the varied dysfunctions that may lead to “failed communication” (O’Dowd & Ritter, 2013) or “missed communication” (Ware, 2005). In contrast, the study within describes the successful impact of a pedagogical intervention, the Functional Approach to Code-switching Electronically (FACE) (Author, 2014), that fostered intercultural understanding among public high...
Do adult learners of English make different and sometimes better decisions in English than their ... more Do adult learners of English make different and sometimes better decisions in English than their monolingual peers and teachers? It is likely, possible, and probable. Using evidence from classroom decision making studies, with over 500 participants, we demonstrate that often adult English learners (henceforth adult Active Bilingual Learners/Users of English [ABLE]) make more accurate decisions in English than first language English speakers, when given time and the ability to utilize their whole linguistic repertoire (i.e., translanguaging). We specifically look at differences in decisions that involve 1) common adverbs of frequency (rare, possible, likely, frequently, etc.) and 2) system 1 (implicit) vs. system 2 (analytical) thinking in cognitive reflection tests, such as math story problems. Understanding these surprising differences and advantages in decision making in English as an Additional Language (EAL) has important practical implications for test preparation and daily ins...
Appropriate Assessment e Instrucción de los Emergent Bilinguals con Disabilities
As compelling as the argument for supporting the home language of emergent bilinguals (EBs) with ... more As compelling as the argument for supporting the home language of emergent bilinguals (EBs) with disabilities is (Kay-Raining Bird, Trudeau, & Sutton, 2016; Peña, 2016), administrators, educators, and parents often fall back on personal beliefs that undermine the abilities and expectations for these children to learn bilingually. A current trend is to remove these individuals from dual-language classrooms in order to focus on the development of their English skills (Kay-Raining Bird, Genesee, & Varhoeven, 2016; Paradis, 2016; National Academies of Sciences, Engineering, and Medicine [NASEM], 2017). This can result in a loss of bilingual identity and peer social networks and have a negative psychological and academic impact (Parra, Evens, Fletcher, & Combs, 2014). This practice can stem from a lack of understanding of translanguaging in the assessment and instruction of EBs and the tendency of leaders to understand bilingualism through a monolinguistic paradigm, leading to the “language-as-problem” orientation in decision-making (Martínez-Álvarez, 2014; Przymus, 2016b). A partial solution can come from recognizing this orientation in school discourse and countering common myths regarding the placement of EBs with disabilities in dual-language classrooms (NASEM, 2017).
Choices regarding how signs are displayed in schools send messages regarding the status of langua... more Choices regarding how signs are displayed in schools send messages regarding the status of languages and speakers of those languages. The monolingual paradigm can be implicitly reified by the position, shape, color, etc. of languages in relation to English on school signage (Author & Co-author, 2018). This can have a negative impact for culturally and linguistically diverse youth. In combining critical race media literacy with linguistic landscape research, we uncover a hidden media of raciolinguistic ideologies (Alim, 2016), and confront the hegemony found on some of the most overlooked and under questioned representations of media - signs in schools.
Fulbright Distinguished Awards in Teaching Capstone, 2010
This Fulbright Distinguished Awards in Teaching program capstone reports on the semester-long imp... more This Fulbright Distinguished Awards in Teaching program capstone reports on the semester-long implementation of the 2-1-L2, modified dual-language model in a required EFL teacher education content course at a university in Southern Mexico. Findings demonstrate that when purposeful and strategic spaces for translanguaging are created in every lesson, students both leverage their bilingualism to develop content and target language knowledge and learn how to create bilingual lesson plans for their future classrooms.
Becoming a Maestro: How Identity, Experiences, and Preparation Shape Those Who Have the Courage to Lead On, 2024
A community is only as strong as its education system, and strong education happens when a commu... more A community is only as strong as its education system, and strong education happens when a community is invested, engaged, and intimately involved. Maestro, a TCU College of Education initiative, is a grow your own program that works directly with local communities to identify, inspire, and prepare more Hispanic male students to become the future teachers in their Texas and U. S. communities.
Myth, as a language, tells the stories of human experience, regardless of accuracy or impact, and... more Myth, as a language, tells the stories of human experience, regardless of accuracy or impact, and to claim that myth is innocent, or worse yet, give no explicit attention to myth, is a dangerous proposition. Left unquestioned, the language of schooling and education, daily influences how the public views education; the good and the bad. As passive recipients of this language, most people develop ideologies about what schools are, what teachers do, and can develop misguided beliefs about the very important business of educating youth. However, just as myths can be used to confuse and convince, if remythified they also can be used to clarify and conjure up new understandings and new language around American education. Within, the myths about guns in schools, banned books, Native American school mascots, immigrant and transnational youth, who teachers are, Critical Race Theory, standard English, bilingualism and disability, chosen names and preferred pronouns, and vouchers for private school education are all critiqued, exposed for their mythical language, but also remythified, re-contextualizing the language and the discourse towards the means of supporting the most vulnerable of youth in U.S. schools. The first and foremost function of language is thought. Learning how to play within the power game of myth production and remythification is important for reorienting ideologies around American education mythologies. https://www.cambridgescholars.com/product/978-1-5275-5622-5
"Linguistic Landscapes in English Language Teaching: A Pedagogical Guidebook" is the production o... more "Linguistic Landscapes in English Language Teaching: A Pedagogical Guidebook" is the production of the intercontinental project 'LLinELT', which was carried out in 2019-2020 in a multitude of English language teaching and learning contexts in both face-to-face and online spaces. The project was coordinated by Dicle University in Turkey and Texas Christian University in the United States, and funded by US Embassy Turkey's Public Affairs Grant Program.
The book features both theoretical and practical information about the introduction and implementation of Linguistic Landscape-centered activities in English language classrooms. Although some of the resources created by EFL teacher candidates and LL-based classroom practices shared by EFL teachers are specifically developed for English language teaching and learning contexts, the materials and ideas put forward in this book can be adapted into different L2 teaching and learning settings.
We believe that this e-book has the potential to contribute teachers, teacher educators, researchers, and other professionals to craft and implement their own Linguistic Landscape-aware practices and research in not just English language classrooms but the whole second language teaching and learning contexts at multiple levels. We look forward to seeing, reading, and engaging in further research on linguistic landscapes with an added emphasis on pedagogical practices as well as LL-inclusive L2 educational materials and resources for a wider audience. DOI to be assigned soon.
Language is Identity Awareness (LiIA) activities can lead to literacy practices that facilitate s... more Language is Identity Awareness (LiIA) activities can lead to literacy practices that facilitate students telling and reading stories that represent their bi/multilingual lived realities and support their positive identity creation.
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Papers by Steve Przymus
schooling and thus forms opinions of what schools are, falls
victim to folk theory about curriculum, and lives their lives by the
myths about American education. Truth and reality have become
debatable concepts in public language. The semiological concept
of myth plays an influential role in these debates. However, just
as myths can be used to confuse and convince, if remythified
they also can be used to clarify and conjure up a new language
of reality. In this article, I critique the myth of Critical Race Theory
(CRT) in US schools. I then extend the work of Barthes ([1957]
1972. Mythologies. Translated by Annette Lavers. New York: Hill
and Wang) in applying a third semiological chain that acts to
remythify this myth with a new, more positive meaning and
reality, with hopes that this process could be extended to other
American education mythologies.
communities. The use of multimodal literacies is also important for increasing inclusivity in literacy development among neurodiverse students, students with learning differences, and active bilingual learners/users of English (ABLE students). We describe here a multimodal literacies model, Linguistic Landscape in Second Language Teaching and Learning (LLinL2TL), that teachers can use to immediately engage their students in using signs in their own communities to create and share stories. We provide examples of how the LLinL2TL model bridges the environmental print of students’ immediate community neighborhoods with literacy instruction at school and how and why this is meaningful for ABLE students and students who are neurodivergent or have learning differences. This has potential for expanding upon familiar literacy instruction for students with disabilities and ABLE students, which can by default often be more multimodal.
schooling and thus forms opinions of what schools are, falls
victim to folk theory about curriculum, and lives their lives by the
myths about American education. Truth and reality have become
debatable concepts in public language. The semiological concept
of myth plays an influential role in these debates. However, just
as myths can be used to confuse and convince, if remythified
they also can be used to clarify and conjure up a new language
of reality. In this article, I critique the myth of Critical Race Theory
(CRT) in US schools. I then extend the work of Barthes ([1957]
1972. Mythologies. Translated by Annette Lavers. New York: Hill
and Wang) in applying a third semiological chain that acts to
remythify this myth with a new, more positive meaning and
reality, with hopes that this process could be extended to other
American education mythologies.
communities. The use of multimodal literacies is also important for increasing inclusivity in literacy development among neurodiverse students, students with learning differences, and active bilingual learners/users of English (ABLE students). We describe here a multimodal literacies model, Linguistic Landscape in Second Language Teaching and Learning (LLinL2TL), that teachers can use to immediately engage their students in using signs in their own communities to create and share stories. We provide examples of how the LLinL2TL model bridges the environmental print of students’ immediate community neighborhoods with literacy instruction at school and how and why this is meaningful for ABLE students and students who are neurodivergent or have learning differences. This has potential for expanding upon familiar literacy instruction for students with disabilities and ABLE students, which can by default often be more multimodal.
Within, the myths about guns in schools, banned books, Native American school mascots, immigrant and transnational youth, who teachers are, Critical Race Theory, standard English, bilingualism and disability, chosen names and preferred pronouns, and vouchers for private school education are all critiqued, exposed for their mythical language, but also remythified, re-contextualizing the language and the discourse towards the means of supporting the most vulnerable of youth in U.S. schools. The first and foremost function of language is thought. Learning how to play within the power game of myth production and remythification is important for reorienting ideologies around American education mythologies.
https://www.cambridgescholars.com/product/978-1-5275-5622-5
The book features both theoretical and practical information about the introduction and implementation of Linguistic Landscape-centered activities in English language classrooms. Although some of the resources created by EFL teacher candidates and LL-based classroom practices shared by EFL teachers are specifically developed for English language teaching and learning contexts, the materials and ideas put forward in this book can be adapted into different L2 teaching and learning settings.
We believe that this e-book has the potential to contribute teachers, teacher educators, researchers, and other professionals to craft and implement their own Linguistic Landscape-aware practices and research in not just English language classrooms but the whole second language teaching and learning contexts at multiple levels. We look forward to seeing, reading, and engaging in further research on linguistic landscapes with an added emphasis on pedagogical practices as well as LL-inclusive L2 educational materials and resources for a wider audience. DOI to be assigned soon.
A higher quality version of this book is available at: https://repository.tcu.edu/handle/116099117/45344