Language is Identity: Telling and Reading the Right Kinds of Stories

Steve Daniel Przymus · Daniel Heiman · Brian Hibbs

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Multilingual Education and Policy EFL/ESL Teaching and Learning Linguistics and Education Research

Abstract

Abstract The field of reading instruction has long valued storytelling for literacy development, but what kinds of stories are bi/multilingual students exposed to at school? Through the cognitive phenomena of conceptual metonymy and metaphor, this article links language to identity and exposes practices that act to fracture the identities of bi/multilingual students, redefined here as active bilingual learners/users of English (ABLE). Three teacher practices are detailed for creating a school world that reflects the identities of ABLE students: (1) using content‐based story retells, (2) critically questioning the display of languages on school walls and in dual‐language books, and (3) co‐constructing stories with ABLE students and their family/community members. Examples of these practices are provided, concluding with Language is Identity Awareness (LiIA) activities and how to activate critical consciousness through translanguaging pedagogy. Opening up space for critical translanguaging pedagogy is needed to start telling, writing, and reading the right kinds of stories.

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References

2017Borderlands/La Frontera: The New Mestiza 2005Funds of Knowledge: Theorizing practices in households, communities, and classrooms.1999Going beyond the Native Speaker in Language Teaching 2019Plurilingualism and translanguaging: commonalities and divergences 2006Oral Language and Reading in Bilingual Children 2019Translating Childhoods 2019Bilingualism, Biliteracy, Biculturalism, and Critical Consciousness for All: Proposing a Fourth Fundamental Goal for Two-Way Dual Language Education 2005The role of conceptual metonymy in meaning construction

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2025Now you see me, now you don't: Unveiling adolescent multilingual identities through magic, storytelling, and translanguaging 2025Broadening English‐Centric Early Literacy Pedagogies: Building on Young Spanish‐English Bilingual Children's Language and Home Literacy Practices

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