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Critical multilingual multiliteracies pedagogy with a CMLA focus supported students’ critical language awareness, strengthened positive bi/multilingual identities, extended learning through learners’ linguistic repertoires, and encouraged linguistic risk-taking. 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Multiliteracies Projects in Two-Way Immersion Classrooms: Affordances and Impacts on Students  \nJungwon Hyun  \nEwha Womans University  \nEsther Bettney Heidt  \nQueen’s University  \nGail Prasad  \nYork University  \nAbstract  \nLanguage separation policies in two-way bilingual education (TWBE) reflect ideologies of double monolingualism (Heller, 1995) and ignore the sociolinguistic realities ofbi/multilingual students (García & Lin, 2017) . This case study investigates the design and implementation of collaborative multilingual identity text projects (Prasad, 2018) in a Spanish-English two-way immersion (TWI) school. Identity text pedagogies (Cummins & Early, 2011) that engage bilingual students in creating dual-language multimodal texts have been taken up across a wide variety of contexts. Few studies in the United States, however, have examined how TWI teachers can use multiliteracies pedagogy (New London Group, 1996) with a critical multilingual language awareness (CMLA) focus to move beyond the frame of Spanish-English through the creation of collaborative multilingual and multimodal class books. A thematic analysis of classroom data from our case study demonstrates that implementing critical multilingual multiliteracies projects fostered students’ CMLA while building positive bi/multilingual identities, leveraged students’ linguistic repertoires beyond the language of instruction, and encouraged linguistic risk-taking. This empirical study highlights the possibilities for adopting a collaborative, critical, and creative multilingual multiliteracies approach in TWI settings.  \nRésumé  \nLes politiques de séparation des langues dans l'éducation bilingue bidirectionnelle (TWBEen anglais) reflètent des idéologies d’un double monolinguisme (Heller, 1995) et ignorent les réalités sociolinguistiques des élèves bi/multilingues (García et Lin, 2017) . Cette étude de cas porte sur la conception et la mise en œuvre de projets collaboratifs de textesidentitaires multilingues (Prasad, 2018) dans une école d'immersion bidirectionnelle (TWI, en anglais) espagnol-anglais. Les pédagogies des textes identitaires (Cummins et Early, 2011) qui engagent les élèves bilingues dans la création de textes multimodaux bi-languesont été reprises dans une grande variété de contextes. Toutefois, aucune étude aux États-Unisn'a examiné comment les enseignants de TWI peuvent utiliser ce type de pédagogie des multilittéracies (New London Group, 1996) dans le cadre du développement d’une conscience critique des langues et de multilinguisme (CMLA, en anglais), et ce, afin de  \ndépasser le cadre de l'espagnol-anglais au moyen de la création de livres de classe collaboratifs multilingues et multimodaux. Une analyse thématique des données recueillies en classe dans le cadre de notre étude de cas démontre que la mise en œuvre de projets de multi-littéracies multilingues critiques a favorisé le développement d’une CMLA chez les élèves tout en supportant la construction d’identités bi/multilingues positives, a permis de tirer parti des répertoires linguistiques des élèves au-delà des langues d'enseignement et à offert des espaces pour encourager la prise de risques linguistiques. Cette étude empirique met ainsi en évidence les possibilités d'adopter une approche collaborative, critique etcréative des multilitéracies multilingues dans les contextes de TWI.  \nDesigning Critical Multilingual Multiliteracies Projects in Two-Way Immersion Classrooms: Affordances and Impacts on Students  \nIn the context of the unprecedented transnational movement of people by choice, need, or force, an increasing number of students in schools across North America come from linguistically and culturally diverse backgrounds. As these students bring a richness of different cultures and languages from their families and communities, the increasing diversity necessitates that schools address the specific needs of these students (García & Flores, 2013 ; Payant & Gala","cbCaioajP7sjA7C2","https://ap.wps.com/l/cbCaioajP7sjA7C2","pdf",715603,32,"English","# Abstract\n## Language separation and its ideologies\n## Case study: identity text projects\n## Critical multilingual multiliteracies and CMLA\n## Findings: impacts on students\n## Implications for TWI practice","[{\"question\":\"What problem does the study address in two-way bilingual education?\",\"answer\":\"The study addresses how language separation policies reflect double monolingualism and ignore the sociolinguistic realities of bi/multilingual students.\"},{\"question\":\"What kind of projects were implemented in the case study?\",\"answer\":\"The case study implemented collaborative multilingual identity text projects in a Spanish-English two-way immersion school, emphasizing dual-language multimodal class books.\"},{\"question\":\"How did the critical multilingual multiliteracies approach affect students?\",\"answer\":\"Implementing the approach fostered students’ critical multilingual language awareness, supported positive bi/multilingual identities, leveraged their linguistic repertoires beyond the instruction language, and encouraged linguistic risk-taking.\"}]","Designing Critical Multilingual Multiliteracies Projects in Two-Way Immersion Classrooms - Affordances and Impacts on Students | PDF",1792082846,81]