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Analyzes the role of multimodal dual-language “identity texts” and identity work in expanding literacy practices beyond monolingual English assumptions. Addresses broader educational pressures from globalization, standardized testing, and the need to rethink literacy instruction for linguistically diverse urban learners, emphasizing democratic education and new knowledge demands.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/multiliteracies-pedagogy-and-identities-teacher-and-student-voices-from-a-toronto-elementary-school/597467/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/multiliteracies-pedagogy-and-identities-teacher-and-student-voices-from-a-toronto-elementary-school/597467.png","ImageObject",300,407,{"name":92,"@type":93},"Blue Pony","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research approach does the article use to study multiliteracies in the school context?","Question",{"text":112,"@type":113},"It draws on an ethnographic case study of one Toronto elementary school as part of a Canada-wide action research project.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the grade-4 teacher’s multiliteracies pedagogy support students’ access to the English mainstream curriculum?",{"text":117,"@type":113},"It builds learning opportunities by drawing on teachers’ and students’ identities as well as their linguistic and cultural forms of capital.",{"name":119,"@type":110,"acceptedAnswer":120},"What pedagogical choices are highlighted as part of the multiliteracies approach?",{"text":121,"@type":113},"Students create multimodal dual-language “identity texts,” along with identity work that expands literacy practices valued in Canadian classrooms.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597467,1792165935,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Multiliteracies, Pedagogy and Identities: Teacher and Student Voices from a Toronto Elementary School  \nFrances Giampapa University of Bristol  \nIn this article, I draw on an ethnographic case study of one Toronto elementary school, as part of a Canada‐wide action research project: Multiliteracy Project ([www.multiliteracies.ca](www.multiliteracies.ca)). I have explored how Perminder, a grade‐4 teacher, devel‐ oped a multiliteracies pedagogy, drawing on her own and her students’ identities and linguistic and cultural forms of capital to create learning opportunities for all students to access the English mainstream curriculum. Alternative pedagogical choices in‐ cluded students’creation of multimodal dual language “identity texts” (Cummins, Bismilla, Cohen, Giampapa, & Leoni, 2005a), and identity work, expanding literacy practices valued within Canadian classrooms.  \nKey words: critical pedagogies, critical literacies, ESL/EAL, identities, Multilit‐ eracy Project, urban schools  \nDans cet article, l’auteure part d’une étude de cas ethnographique portant sur une école primaire de Toronto, étude réalisée dans le cadre d’un projet de recherche‐ action pancanadien, The Multiliteracy Project ([www.multiliteracies.ca](www.multiliteracies.ca)). Elle analyse comment Perminder, une enseignante de 4e année, a mis au point une pédagogie enmatière de multilitératies. Puisant dans sa propre identité et dans celles de ses élèves ainsi que dans diverses formes de capital linguistiques et culturelles, elle offre à tous ses élèves la possibilité d’apprendre et ainsi d’avoir accès au curriculum standard en anglais. Parmi les choix pédagogiques novateurs figuraient la création par les élèves de « textes identitaires » (Cummins et coll. 2005a) multimodaux en deux langues et des travaux portant sur l’identité, élargissant ainsi les pratiques en matière de littéra‐ tie jugées utiles dans les classes canadiennes.  \nMots clés : pédagogies critiques, littératies critiques, ESL/EAL, identités, The Multiliteracy Project, écoles urbaines.  \nCANADIAN JOURNAL OF EDUCATION 33, 2 (2010): 407 ‐ 431 ©2010 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \nIn the twenty‐first century, the effects of globalization can be seen across the educational landscape of Canadian urban schools through the in‐ crease of cultural and linguistic diversity, resulting in both educational challenges and opportunities. The projected increasing diversity across urban centres such as Toronto will continue to be a ‘fact of life’(Hiebert, 2005) . Hiebert notes that:  \n… the cultural composition of immigrants to Canada has become remarkably globalized in the past few decades; and the process of immigrant settlement in Canada is geographically uneven, and highly concentrated in the largest metro‐ politan centres, especially Montreal, Toronto and Vancouver … these three in particular, are therefore at the forefront of Canadian population change, and are becoming more diverse every day. Given the pervasive sense that relatively high rates of immigration will continue into the foreseeable future, increasing diversi‐ ty will be a fact of life for many years to come. (p.3)  \nWithin a Canadian educational climate that has seen increased stan‐ dardized testing to raise literacy attainments, schools are challenged torethink what forms of literacy to teach and what pedagogical options are most appropriate to teach a linguistically diverse student body to meet the demands of an Information Age economy (Cummins, Brown, & Say‐ ers, 2007) . The impact of economic and technological change has brought about the reconfiguration of the labour market and the very skills and knowledges that function as valued capital within these new structures. Early (2006) notes that it is crucial to rethink:  \n… how to take advantage of the current context, as ‘opening new educational and social possibilities’ (Cope & Kalantzis, 2000, p. 12), to promote democratic education ","cbCaijzLD4dOXvUm","https://ap.wps.com/l/cbCaijzLD4dOXvUm","pdf",302500,25,"English","# Rethinking Literacies in Multilingual Contexts\n## Teacher and student voices from a Toronto elementary school","[{\"question\":\"What research approach does the article use to study multiliteracies in the school context?\",\"answer\":\"It draws on an ethnographic case study of one Toronto elementary school as part of a Canada-wide action research project.\"},{\"question\":\"How does the grade-4 teacher’s multiliteracies pedagogy support students’ access to the English mainstream curriculum?\",\"answer\":\"It builds learning opportunities by drawing on teachers’ and students’ identities as well as their linguistic and cultural forms of capital.\"},{\"question\":\"What pedagogical choices are highlighted as part of the multiliteracies approach?\",\"answer\":\"Students create multimodal dual-language “identity texts,” along with identity work that expands literacy practices valued in Canadian classrooms.\"}]","Multiliteracies, Pedagogy and Identities: Teacher and Student Voices from a Toronto Elementary School | PDF",1792085068,63]