14 SES 13 B, Research Journeys through Diverse Urban Communities: The Language and Literacy Development of New Arrival Children
This paper reports on data collection tools used on an Esmèe Fairbairn funded project, which examined the efficacy of visual meaning making strategies to develop inclusive communities of readers. The research team drew on their experience of working with newly arrived children in the Visual Journeys project, funded by UKLA and discussed in the first paper. The research methodology has build on theoretical frameworks that value the use of visual texts as an accessible entry point for children new to English or children who are marginalised due to their home literacy practices which diverge from school literacy practices (Arizpe & Styles, 2003; Arizpe, 2009; Farrell, Arizpe & McAdam, 2010). The researchers worked with groups of classroom teachers to share the research questions and data collection tools. Home/school literacy practices were investigated through a visual medium, with the researchers looking for convergence and divergence in the data. This resonated with current policy that stresses the need to value home languages and cultures. The data has illuminated the continuing emphasis of schools to favour literacy practices that focus on the individual and are based on the printed/written word. Children engage in social practices at home and schools need to continue to incorporate these into their pedagogical repertoires.
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