Biliteracy

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Laikipia University *

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Linguistics

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Nov 24, 2024

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1 Biliteracy & Multiliteracy Student's Name Institutional Affiliation Course Code and Name Instructor Name Due Date

2 Biliteracy & Multiliteracy Introduction Educators must value and respect their pupils' language and social backgrounds in today's diverse society. The diversity of worldviews in a classroom reflects students' cultural, linguistic, and socio-economic backgrounds and affects their learning outcomes (Larsen-Freeman, 2019). The gap between home and school can be closed by doing this. To improve students' language and literacy abilities, one such strategy is to include activities or projects that draw on their knowledge and life experiences (Bialystok & Luk, 2012: Gee, 2004). This essay looks at one such initiative called "My Family Story," which emphasizes family stories to help kids improve their language and literacy skills while validating and raising awareness of their sociolinguistic backgrounds. Description of the Project: My Family Story The "My Family Story" project is an interactive, collaborative writing activity that encourages students to share stories about their families with their classmates. The project can be tailored to fit different grade levels and conducted in person or virtually. The project has several steps: Step 1: Introducing the project The teacher introduces the project and explains its objectives. The teacher can begin by telling their own family story, which sets the stage for the students to share their own stories. Step 2: Brainstorming family stories Students brainstorm and discuss their family stories with their classmates. The teacher can provide guiding questions to help students start, such as "Where does your family come

3 from?" "What is a special tradition in your family?" "What is a funny or interesting story about your family?" Step 3: Collecting family stories Students collect their family stories by interviewing family members, conducting research, or using family artifacts or photographs. The teacher can provide support by offering suggestions for sources of information, such as online genealogy databases, family interviews, or family photo albums. Step 4: Writing family stories Students write their family stories, either individually or in small groups. The teacher can provide writing prompts like "What was your reaction to learning this story?" "How does this story reflect your family's values or beliefs?" "What can we learn from this story?" Step 5: Sharing family stories Students share their family stories with their classmates through presentations, readings, or displays. The teacher can also incorporate peer editing and feedback into the sharing process to help students improve their writing skills. Linguistic and Sociocultural Aspects of the Project The "My Family Story" project can enhance several linguistic aspects, including phonetics, morphology, syntax, semantics, and pragmatics. Phonetics can be brought into the classroom by encouraging students to concentrate on pronunciation and tone when they tell their family stories. By looking at word forms and sentence structure, morphology can be brought to light in the narrative. The syntax can be rectified by looking at sentence structure and grammatical accuracy. Semantics can be established by examining the meanings of the words

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4 and phrases used in the stories. Finally, pragmatics can be improved by taking into account the social context of the stories and how they are delivered to the audience. Additionally, the initiative might support the validation of students' social and language backgrounds. The program affirms kids' language and cultural identities by encouraging them to discuss their family histories. The project can also promote an understanding of diversity by introducing students to various family traditions, religious convictions, and ethical principles. This can foster respect for and understanding other people's cultures and viewpoints. Supporting Arguments Research shows that incorporating students' linguistic and sociocultural backgrounds into classroom activities can enhance language and literacy development (Bialystok & Luk, 2012). The project "My Family Story" is an effective way to accomplish this goal. Students can practice reading, writing, speaking, and listening as they work on this assignment. Students can enhance their vocabulary, grammar, and comprehension by participating in these exercises. Additionally, the project encourages critical thinking, cooperation, and active participation—all of which are crucial for the growth of language and literacy (Childs, 2003). The "My Family Story" project may also benefit pupils' social and emotional growth. The development of a sense of identity and belonging in students can be facilitated by sharing personal family experiences. The project may also promote wholesome interactions between kids and their families and students and their peers. This can result in a school setting that is more encouraging and diverse (Curzan, 2006). Conclusion In conclusion, the "My Family Story" project effectively fosters language and literacy growth and affirms and raises kids' understanding of their linguistic and sociocultural heritage.

5 The activity is simple and may be modified to match various grade levels and school environments. The initiative can establish a sense of belonging, encourage respect for diversity, and advance students' social and emotional development by encouraging them to share their family histories. Overall, the initiative successfully bridges the gap between home and school and fosters a more inclusive and encouraging learning environment.

6 References Bialystok, E., & Luk, G. (2012). Receptive vocabulary differences in monolingual and bilingual adults. Bilingualism: Language and Cognition , 15 (2), 397-401. https://dash.harvard.edu/bitstream/handle/1/11384944/LUK%20Receptive%20vocabulary %20differences.pdf?sequence=1 Brice, A., & Roseberry-McKibbin, C. (2001). Choice of Languages in Instruction One Language or Two?. Teaching Exceptional Children , 33 (4), 10-16. https://journals.sagepub.com/doi/pdf/10.1177/004005990103300402 Childs, G. T. (2003). An introduction to African languages. An Introduction to African Languages , 1- 285. https://www.torrossa.com/gs/resourceProxy?an=5001207&publisher=FZ4850 Curzan, A. (2006). Spelling Stories: A Way to Teach the History of English. In Language in the Schools (pp. 146-155). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781410613219-18/spelling-stories-way- teach-history-english-anne-curzan Gee, J. P. (2004). Learning language is a matter of learning social languages within discourses. Language learning and teacher education: A sociocultural approach , 13-31. https://www.degruyter.com/document/doi/10.21832/9781853597657-004/html?lang=en Hazen, K. (2006). English LIVEs: language in variation exercises for today's classrooms. In Language in the Schools (pp. 186-194). Routledge. https://www.academia.edu/4876545/English_LIVEs_Language_in_variation_exercises_for_toda ys_classrooms

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7 Larsen-Freeman, D. (2010). Having and doing: Learning from a complexity theory perspective. Conceptualising' learning'in applied linguistics , 52-68. https://link.springer.com/chapter/10.1057/9780230289772_4 Larsen–Freeman, D. I. A. N. E. (2019). On language learner agency: A complex dynamic systems theory perspective. The Modern Language Journal , 103 , 61-79. https://www.jstor.org/stable/45172041

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