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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
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  Data: 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
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  Data: 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.
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      – SubjectFull: Discovery Processes
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