Published August 31st 2011 by Trentham Books (first published August 1st 2011) More Details. 1858564786 (ISBN13: 9781858564784) Edition Language. 3 team, representing your ideas and emotions in various modalities and genres, shaping life in your local community, and gaining access to public media arena to create new communities and participate in public discourse (Cummins & Early, 2011). Marlene Scardamalia. ISBN. The concept of identity text is rooted in the understanding that literacy engagement leads to literacy achievement (Cummins & Early, 2011) and that schools and classrooms are power-laden spaces, containing roles and structures that often reflect inequitable power relations from the wider society. The term 'identity text' is intended to highlight the powerful connections between literacy and pupils' evolving identities. These parents created identity texts to reflect their children's identities back to them in a positive light (Cummins, this volume) and, in so doing, they engaged in a form of "decolonized writing." Stoke-on-Trent: Trentham Books. Teaching Wisdom Through Deep Critical Thinking and Development of Character. 2015). Identity Texts: The Imaginative Construction of Self through Multiliteracies Pedagogy" In Imagining Multilingual Schools edited by Ofelia García, Tove Skutnabb-Kangas and María E. Torres-Guzmán, 51-68. Dr. Cummins will continue his work in the field as Professor Emeritus. The book features: Jim Cummins' account of . Read the article: Cummins, J., et al. The case studies in this article represent the work of two elementary teachers who integrated their students' identities into the literacy curriculum. Drawing on Cummins' (2001) concept of identity investment, academic engagement, and multiliteracies theory, I discuss and analyze samples of students' dual language writing and document the teaching practices that made these identity texts . Honouring the contributions of Jim Cummins to language and intercultural education internationally This special issue of Intercultural Education, edited with Clea Schmidt, is a . Cummins: Identity Texts-- CEEL. Trentham Books, 2011 - Education - 174 pages. ISBN. The term identity texts was first used in the Canada-wide Multiliteracies Project to describe a wide variety of creative work by students, led by classroom teachers: collaborative nquiry, literary narratives, dramatic and multimodal performances. Figure 2 . Students take ownership of these artifacts as a result of having invested their identities in them. Across subject areas, teachers encourage students to conduct . The construct of identity text conjoins notions of identity affirmation and literacy engagement as equally relevant to addressing causes of underachievement among low socioeconomic status, multilingual, and marginalized group students. (2006). Cummins, J. and McNeely, S. (1987) Language Development, Academic Learning , and Empowering Minority Students. Multiliteracies Pedagogy and the Role of Identity Texts. The purpose of the exhibition is to showcase creative projects in which teachers have worked collaboratively with students to create Identity Texts (Cummins & Early, 2011). In Tikunoff, K. Bilingual Education and Bilingual Special Education: A Guide for Administrators Boston: College Hill A large number of student-created identity texts in multiple languages can be viewed and This is the essential insight of the notion of identity texts which is central to this issue All of the articles in this issue derive from the influence of Professor Jim Cummins and his career-long focus on education in bilingual and multi- The purpose of the exhibition is to showcase creative projects in which teachers have worked collaboratively with students to create Identity Texts (Cummins & Early, 2011). CONTENTS: 1. We see how the identity texts produced held up a mirror to the students which reflected their identities back in a positive light. Bilingual identity texts. Identity Texts: The Collaborative Creation of Power in Multilingual Schools. Jim Cummins, james.cummins@utoronto.ca Ontario Institute for Studies in Education, University of Toronto Abstract Framed at the intersection of activist and Indigenous research methodologies, this article explores the way two First Nations senior high school students made sense of their visual and literary identity texts (Cummins & Early, 2011). students to create dual language identity texts (Chow & Cummins, 2003; Schecter & Cummins, 2003). Michel Ferrari. In other words, this study theorizes digital storytelling in a world language as pedagogical opportunities to examine the effects of language in use and to transform their relations to language through the production of and reflection on "identity text" (Cummins et al., 2005). • Identity texts refer to artifacts that students produce. identity texts (Cummins and Early, 2011). Big Question: To what extent can the creation of texts tied to students' identities and engagement with technology tools increase students' literacy engagement and sense of academic accomplishment? An identity text is a written, spoken, visual, musical, dramatic or multimodal text that "holds a mirror up to students in which their identities are reflected back in a positive light" ( Cummins . The book features: Jim Cummins' account of identity texts and how they relate to pedagogy; case studies of identity text construction by educators and students in schools - in parts of North America - in Burkina Faso and Rwanda in Africa - and in Ireland; and, future projects generated by brainstorming among the contributors to this volume . Stoke-on-Trent, UK : Trentham Books . Identity Texts The multimodal narratives (the students art, self portraits, poems, and stories) are an example of what Cummins and Early (2011) termed an identity text. Cummins, Jim. Cummins and Early (op.cit.) The term identity texts was first used by the Canada-wide Multiliteracies Project to describe a variety of creative work by students, including collaborative inquiry, literary narratives, dramatic and . Cummins: Identity Texts-- CEEL from LMU ITS on Vimeo. (Gaztelaniaz) Jim Cummins: Multilingüismo y multiculturalismoen la escuela, 2005. 13. pp. The notion of identity texts (Cummins and Early, 2011) focuses on linking identity affirmation and literacy engagement. Identity texts: The collaborative creation of power in multilingual schools.Stoke-on-Trent, England: Trentham Books. Cummins on the occasion of his retirement from OISE/University of Toronto. Identity Texts: a tool for cognitive engagement and identity investment Identity texts refer to artifacts that students produce. (2006). In García, O., Skutnabb-Kangas, T., Torres-Guzmán, M.E. Dr. Cummins will continue his work in the field as Professor Emeritus. The use of digital identity texts (DITs) with English language learners (ELL) has proved highly efficient in this regard, since such texts address identity affirmation, on the one hand, and literacy engagement, on the 0 Reviews. (Eds), Imagining multilingual schools languages in education and glocalization. Australia named paceman Pat Cummins as their Test cricket captain and Steve Smith as vice-captain Friday after a sexting scandal led Tim Paine to resign last week, just ahead of the Ashes. This study explores learner identity (LI) in digital texts of identity (DTI) produced by college learners in English as a foreign language (EFL). Social identity referred to the relationship between the learner and the larger social world, mediated through institutions like families, schools, workplaces, social services, and law courts (e.g., Gumperz, 1982). Cummins, J. Researchers: Dr. James Cummins and Saskia Stille Research Theme: Schooling, . Early, M., & Yeung, C. (2009). "Pat is an outstanding player and leader -- he has earned enormous respect from his teammates and from all . . Identity texts can be multimodal, including wri 4 en, spoken, visual, and dramatic, or a combination of arrangements (Cummins & Early, 2011; Students write and publish online dual language or multilingual stories or projects. In J. Cummins & M. Early (Eds). Language in the Classroom Thornwood Public School, a K-5 school in the Peel District School Board in Toronto, Canada, pioneered the process of the dual language identity text (Chow & Cummins, 2003; Schecter & Cummins, 2003). Spider in the Bathroom in Arabic and English. The identity texts produced held up a mirror to the students which reflected their identities back in a positive light. Knowledge Building in Elementary Science. The book features: Jim Cummins' account of . Identity texts describe a variety of creative work by children, led by classroom teachers: collaborative inquiry, literary narratives, dramatic and multimodal performances. This book shows how identity texts have been used as a central focus for effective and inspirational pedagogy in multilingual school contexts that is engaging students around the world. 6 . Paperback, 186 pages. Students invest their identities in the creation of these "texts," which can be written, spoken, signed, visual, musical, dramatic, or combinations in multimodal form. Teachers invite parents and community members to the classroom to read and tell stories in community languages. . Arguing that investment has emerged as a 'significant explanatory construct' (2006: 59) in the L2 learning literature, Cummins (Reference Cummins, García, Skutnabb-Kangas and Torres-Guzmán 2006) drew on the construct of investment to develop a definition of an identity text, and he and Early provide powerful examples of such texts in . Richard Messina and Richard Reeve. The experiences given to students will support to create identity texts for interactions with peers, tutors, teachers, and family members. Introduction 2. Identity texts describe a variety of creative work by children, led by classroom teachers: collaborative inquiry, literary narratives, dramatic and multimodal performances. 72-75. Jia Li and Zhang Zheng present an intercontinental inquiry on multicultural Most studies focus on various pedagogical approaches to creative work with identity texts. Cummins, J., & Early, M. (2011). 2008. Professor Jim Cummins talks about language and identity in an interview done in August 2018. Frames of Reference: Identity Texts in Perspective 3. Working in the Liminal Space: 'Elbow To Elbow' professional dialogue As students "invest identities in the creation of texts…[it] then holds up a mirror up to students in which their Bristol, Blue Ridge Summit: Multilingual Matters, 2006. Recognizing language as a social practice, identity highlights how language constructs and is constructed by a variety of relationships. These dimensions of the project are outlined below. In response, identity texts seek to challenge . Practice and research in Canada have shown this process to be particularly supportive of children . The book features: Jim Cummins' account of . Humanizing Pedagogy (Freire, 1970) is regarded as a frame for Transformative Multiliteracies Pedagogy (Cummins, 2009), and Identity Text is an intervention, orchestrated by the teacher or facilitator, to describe and discuss learners' creative work, which can showcase the influence of cultural background on the individual ( 23 ). unfamiliar things, which acted as identity texts. Google Scholar Jim Cummins and Margaret Early describe the nature of identity texts and how they relate to broader orientations to pedagogy, and consider several pedagogical frameworks within which they have been integrated. "Identity Texts" (Cummins, 2006; Cummins & Early, 2010) "the products of students' creative work or performances carried out within [the pedagogical space of the classroom]. Identity Texts. Identity texts Use of identity texts (Cummins, 1981; Cummins 1986; Cummins, 2000; Cummins & Early, 2011) to engage students and support development in writing. 2 Utilizing Identity Texts in the Multilingual Classroom Teaching for cross-language transfer and literacy engagement in multilingual classrooms can be done through identity texts - a product of students' performances or creative works orchestrated by the teacher in the classroom (Cummins et al., n.d.). An identity text (Cummins, 1981; Cummins 1986; Cummins, 2015; Cummins & Early, 2011) is a multimodal, oral or written text that draws on an individual's experiences and linguistic resources. Learning with deep understanding: The role of identity texts and multiliteracies pedagogy. (Ingelesez) Jim Cummins: ELL Students Speak for Themselves: Identity Texts and Literacy Engagement in Multilingual Classrooms., (Bertako ikasleek beren kabuz hitz egiten dute: Identitate testuak eta alfabetatzeko konpromisoa gela eleaniztunetan). Working Papers on Bilingualism 9, 'I'm not just a coloring person': Teacher and Student Perspectives on Identity Text Construction 4. Cummins et al., 2005; Cummins, Early & Stille, 2011). We see how the identity texts produced held up a mirror to the students which reflected their identities back in a positive light. Drawing on Cummins' and Early's (2010) notion of identity texts and Binder's & Kotsopoulos' (2001) multimodal literacy narratives, we sought to "engage children in experiences that . Once produced, these texts (written, spoken, visual, musical, or combinations in multimodal form) hold a mirror up to the texts and, further, into the educational curriculum. The present action-research project in progress deals with the production and evaluation of "identity texts" (Cummins & Early, 2011) from EFL students in the context of a specific subject within the major of English Teacher in Primary Education at the Faculty of Education of the Universitat de València. 12. (n.d.). Among the rather few examples, Archakis School policies can ensure that libraries maintain a diverse and well-stocked selection. ing of dual language, multimodal "identity texts" (Cummins, Bismilla, Cohen, Giampapa, & Leoni, 2005a), Perminder's, her students', and their families' multilingual identities were validated and drawn upon as a resource for learning within the mainstream classroom, thus expanding Cummins, J. incorporate identity texts (Cummins & Early, 2011) and drama-based pedagogy into the English department's existing units of work, with a view to further develop student literacy. The identity texts produced held up a mirror to the students which reflected their identities back in a positive light. We see how the identity texts produced held up a mirror to the students which reflected their identities back in a positive light. The book features: Jim Cummins' account of identity texts and how they relate to pedagogy; case studies of identity text construction by educators and students in schools - in parts of North America - in Burkina Faso and Rwanda in Africa - and in Ireland; and, future projects generated by brainstorming among the contributors to this volume. It is a text shaped from material and experiences from each student's own background and which includes the opportunity for first language use. The exhibition will illustrate how teachers have engaged students in creating artifacts that draw upon . 73. ix List of Figures Figure 1: The integrated conceptual framework for this study. Texan Identities rests on the assumption that Texas has distinctive identities that define "what it means to be Texan," and that these identities flow from . Identity texts: The imaginative construction of self through multiliteracies pedagogy. creation of multimodal identity texts mediated their experiences as doctoral candi-dates. upon Cummins' call for identity affirmation and Garcia's theory of educational translanguaging. • Once produced, these texts (written, spoken, visual, musical, or combinations in multimodal form) hold a mirror up to the student in which his or her identity is The 'Identity Texts Project' supports teachers who want to improve the literacy and language outcomes of their students especially students who could be defined as having a Language Background Other Than English (LBOTE) or of speaking English as an Additional Language or Dialect (EAL/D) and therefore speaking one or more languages other than English. Entitled "Identity y exts, Literacy t Identity texts focus on embracing the students' fi rst language and culture through a learning experience in which students invest their identities into their text creation. Jim Cummins. . A significant construct in language learning research, identity is defined as "how a person understands his or her relationship to the world, how that relationship is structured across time and space, and how the person understands possibilities for the future". insofar as students invest their identities in these texts (written, spoken, visual, musical, dramatic or combinations in multimodal form) that then "Chapter 2. An Ojibwe artist-in-residence at an urban secondary school in southwestern Ontario and a university-based researcher facilitated the creation of these texts . Cummins and Early have described Identity Text as an educational strategy that promotes this pedagogical space . : Jim Cummins, Margaret Early. Students take ownership of these artifacts as a result of having invested their identities in them. pedagogical practices and curricular policies (Cummins et al. time, either in tangible form, as in a book, or as a digital text on the Web. The term identity texts was first used in the Canada-wide Multiliteracies Project . 2005a, 2005b, Cummins & Early 2011, Cummins et al. 11. (1976) The influence of bilingualism on cognitive growth: A synthesis of research findings and explanatory hypotheses. argue that when students share identity texts with multiple audiences, they tend to receive positive feedback, and that this interaction with multiple audiences can be enhanced with technology. This book shows how identity texts have engaged school students around the world. forms, including identity texts—creative multimodal products which may be written, spoken, visual, or constructed with any combination of these elements —which have long been discussed as progressive, identity -affirming pedagogical tools for use with language learners (e.g. With a range of aims amongst the research participants, this article reports on the 'fluid' and 'messy' process of collaborative research (Burns & Edwards, 2014, p. 67) as we investigate the use of identity texts (Cummins & Early, 2011) as a mediating tool for professional learning. Identity Texts as Catalyst and Medium for Academic Performance. Language in the Classroom Thornwood Public School, a K-5 school in ihe Peel District School Board in Toronto, Canada, pioneered the process of the dual language identity text (Chow & Cummins, 2003; Schecter &r Cummins, 2003). The identity text then holds a mirror up to students in which their identities are reflected . Technology for Understanding. The identity texts that were produced held up a mirror to the . Built an awareness of how many linguistic, cultural communities there are in Sydney. Cummins, J, Early, M (eds) (2011) Identity Texts: The Collaborative Creation of Power in Multilingual Schools. The book features: Jim Cummins' account of identity texts and how they relate to pedagogy; case studies of identity text construction by educators and students in schools - in parts of North America - in Burkina Faso and Rwanda in Africa - and in Ireland; and, future projects generated by brainstorming among the contributors to this volume. Identity texts describe a variety of creative work by children, led by classroom teachers: collaborative inquiry, literary narratives, dramatic and multimodal performances. Pupils invest their identities in the creation of various kinds of 'texts' which can be written, spoken, signed, visual, musical, dramatic, or combinations in multimodal form. Data for the study were collected from students' identity texts, field notes, parents' interviews, and students' digital stories. Students produce works that they take ownership of and invest their identities in them . Framed at the intersection of activist and Indigenous research methodologies, this article explores the way two First Nations senior high school students made sense of their visual and literary identity texts (Cummins & Early, 2011). • Cummins, J. What's new Vimeo Record: video messaging for teams Vimeo Create: quick and easy video-maker Get started for free The impetus for the present special issue arose from the editor of Writing & Pedagogy, Prof. Martha C. Pennington, attending a colloquium that Shelley taylor organized on April 5, 2008, at the tESOL convention held that year in New ork City. Bernhard and Cummins (200 4) (slide 14) refer to the creation of such stories as "Identity Texts" which "hold a mirror up to the students in which his or her identity is reflected back in a positive light". tity text lives on for a considerable time, either in tangible form, as in a book, or as a digital text on the Web. As is Identity texts: The imaginative construction of self through multiliteracy pedagogy. Producing multimodal picture books and dramatic performances in core French: An exploratory case study. In so doing, it aims to shed light on learners' connections of their learning experiences across time and settings, and their impact on the various learner identities that form their LI.
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