LEADER 04025nam 2200577 450 001 9910726289003321 005 20240216174522.0 010 $a3-031-31812-9 024 7 $a10.1007/978-3-031-31812-2 035 $a(CKB)26748505900041 035 $a(DE-He213)978-3-031-31812-2 035 $a(MiAaPQ)EBC30545141 035 $a(Au-PeEL)EBL30545141 035 $a(BIP)090182313 035 $a(EXLCZ)9926748505900041 100 $a20231018d2023 uy 0 101 0 $aeng 135 $aurnn#008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aMultiliteracies pedagogy and language teaching $estories of praxis from Indigenous communities /$fSabine Siekmann and Joan Parker Webster 205 $aFirst edition. 210 1$aCham, Switzerland :$cSpringer Nature Switzerland AG,$d[2023] 210 4$d©2023 215 $a1 online resource (XXIII, 130 p. 1 illus.) 225 1 $aEducational Linguistics Series ;$vVolume 60 311 $a9783031318115 320 $aIncludes bibliographical references. 327 $aForeword -- Part I. Entangling Indigenous-western Onto-epistemological-methodological Frameworks -- 1. Entering the Field: Teachers Doing Research in Indigenous Classrooms -- 2. Tracing the Development of an Indigenous-western Pedagogy -- 3. Participatory Teacher Action Research as Design Process -- PART II: Stories of Praxis -- 4. Multimodalities in Yup?ik Immersion -- 5. A Picture is Worth 1000 Words -- 6. Designing Past-Present-Future: Traditional Funds of Knowledge through Modern Technology -- 7. Reclaiming and Reinventing Indigenous Ways of Being-Knowing-Doing -- Part III. Ciuliamta Uyangtakut as Praxis -- 8. Toward Indigenizing Pedagogies in western schooling: A Conversation. 330 $aThis volume offers an approach to language and literacy instruction that brings together theoretical concepts of multiliteracies and second language acquisition. This approach is illustrated through examples of innovative teacher-generated action research conducted in Indigenous and English, dual language and immersion classrooms, all situated in the context of language and cultural maintenance and revitalization. These examples of praxis help to bridge the gap between theory and practice in Indigenous language and literacy teaching. The volume draws on critical theories of praxis and the concept of multiliteracies and multimodalities, with specific attention to the design cycle as a way to conceptualize and engage in praxis through research and pedagogy. The authors trace teacher trajectories relating to (language) teaching and their positionalities in language revitalization and maintenance efforts by using a participatory teacher action research approach. The final chapter brings together Indigenous and western onto-epistemological and methodological perspectives in a conversation among two western and an Indigenous scholar, who have been working together with the teacher-researchers whose stories are presented in this volume. This volume is of interest to scholars, graduate students, educational practitioners and educational leaders interested in multiliteracies, multimodalities, teacher action research, and Indigenous pedagogies. 410 0$aEducational linguistics ;$vVolume 60. 606 $aSecond language acquisition 606 $aAdquisició d'una segona llengua$2thub 606 $aLlenguatge i llengües$2thub 608 $aLlibres electrònics$2thub 610 $aLanguage And Languages 610 $aLanguage Arts & Disciplines 615 0$aSecond language acquisition. 615 7$aAdquisició d'una segona llengua 615 7$aLlenguatge i llengües 676 $a418.0071 700 $aSiekmann$b Sabine$01103992 702 $aParker Webster$b Joan 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910726289003321 996 $aMultiliteracies Pedagogy and Language Teaching$93568485 997 $aUNINA