Mobile-assisted narrative writing practice for young English language learners from a funds of knowledge approach

dc.contributor.author Chen, Yan
dc.contributor.author Carger, Chris Liska
dc.contributor.author Smith, Thomas J.
dc.contributor.editor Kessler, Greg
dc.date.accessioned 2018-01-29T20:45:35Z
dc.date.available 2018-01-29T20:45:35Z
dc.date.issued 2017-02-01
dc.description.abstract As a nation of immigrants with diverse cultures and nationalities, one of the most striking occurrences in the United States educational system is the rapidly increasing enrollment of English Language Learners (ELLs). In view of their multicultural backgrounds, the multiliteracies education of ELLs is intertwined with their diverse socioeconomic, cultural, linguistic, and ethnic backgrounds, as well as their technological experiences. This 4-week research implemented an instrumental case study approach using funds of knowledge (FoK; see González, Moll, & Amanti, 2005) to explore the learning effects of scaffolding young ELLs’ narrative writing skills through the use of tablet computers (iPads) and a digital handwriting app (Penultimate). Research findings showed that ELLs’ learning motivation and quality of narrative writing abilities were enhanced through the use of this mobile technology. The culture-based writing topics based on FoK mirrored the ELLs’ multicultural backgrounds and provided ELL teachers a creative way to incorporate students’ prior knowledge into their English as second language learning through a culture-based instructional model. Parents also played a potential role in young ELLs’ mobile-assisted language learning. Future studies should be directed toward extending multiliteracies curricula through FoK to actively engage ELLs in narrative writing activities through the use of emerging mobile technology. en_US
dc.identifier.citation Chen, Y., Carger, C. L., & Smith, T. J. (2017). Mobile-assisted narrative writing practice for young English language learners from a funds of knowledge approach. Language Learning & Technology, 21(1), 28–41. https://dx.doi.org/10125/44594
dc.identifier.issn 1094-3501
dc.identifier.issn 1094-3501 en_US
dc.identifier.uri http://hdl.handle.net/10125/44594
dc.publisher University of Hawaii National Foreign Language Resource Center
dc.publisher Michigan State University Center for Language Education and Research
dc.subject Mobile Learning
dc.subject Language Teaching Methodology
dc.subject Writing
dc.title Mobile-assisted narrative writing practice for young English language learners from a funds of knowledge approach
dc.type Column
dc.type.dcmi Text
local.llt.topic Language Teaching and Technology Forum
prism.endingpage 41
prism.number 1
prism.publicationname Language Learning & Technology
prism.startingpage 28
prism.volume 21
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