Visualizing Identity and Belonging: A Mapping Activity
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| Title: | Visualizing Identity and Belonging: A Mapping Activity |
|---|---|
| Language: | English |
| Authors: | Seongryeong Yu |
| Source: | Childhood Education. 2024 100(3):58-65. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Foreign Countries, Bilingual Students, Multilingualism, Freehand Drawing, Cultural Background, Discovery Processes, Self Concept, Cognitive Mapping, Language Variation, Teaching Methods, Cross Cultural Studies, Educational Environment |
| Geographic Terms: | South Korea, United States |
| DOI: | 10.1080/00094056.2024.2350336 |
| ISSN: | 0009-4056 2162-0725 |
| Abstract: | Art serves as a powerful medium of expression for young students, especially for bi/multilingual children. Beyond mere artistic endeavors, their drawings vividly reflect their perceptions and provide insightful glimpses into their cultural backgrounds, linguistic diversity, and the intricate interplay of languages and identities. This article explores how mapping can create valuable opportunities for both young students and teachers. The focus is on the author's yearlong research initiative conducted in two classrooms: one in South Korea and one in the United States. By illustrating the impact of mapping activities in these diverse settings, this article will provide practitioners with valuable techniques for using art as a language tool within the contemporary classroom. The art of mapping, especially through children's drawings, provides a vibrant canvas where language finds its unique expression as children delve into their thoughts and convey ideas in a captivating and meaningful way. As children's literacy practices unfold across the school environment -- the playground, hallways, stairs, benches, classrooms, and even unexpected places like restrooms -- each space evolves into a unique universe. |
| Abstractor: | ERIC |
| Entry Date: | 2024 |
| Accession Number: | EJ1424598 |
| Database: | ERIC |
| Abstract: | Art serves as a powerful medium of expression for young students, especially for bi/multilingual children. Beyond mere artistic endeavors, their drawings vividly reflect their perceptions and provide insightful glimpses into their cultural backgrounds, linguistic diversity, and the intricate interplay of languages and identities. This article explores how mapping can create valuable opportunities for both young students and teachers. The focus is on the author's yearlong research initiative conducted in two classrooms: one in South Korea and one in the United States. By illustrating the impact of mapping activities in these diverse settings, this article will provide practitioners with valuable techniques for using art as a language tool within the contemporary classroom. The art of mapping, especially through children's drawings, provides a vibrant canvas where language finds its unique expression as children delve into their thoughts and convey ideas in a captivating and meaningful way. As children's literacy practices unfold across the school environment -- the playground, hallways, stairs, benches, classrooms, and even unexpected places like restrooms -- each space evolves into a unique universe. |
|---|---|
| ISSN: | 0009-4056 2162-0725 |
| DOI: | 10.1080/00094056.2024.2350336 |
