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From Monolingualism to Plurilingualism: Multimodal Arts-Based Cultural Probes as Catalysts for Linguistic Justice in an Afterschool Literacy Program

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Title: From Monolingualism to Plurilingualism: Multimodal Arts-Based Cultural Probes as Catalysts for Linguistic Justice in an Afterschool Literacy Program
Language: English
Authors: Guofang Li (ORCID 0000-0002-5523-6892), Jonathan Ferreira (ORCID 0000-0002-4331-8372), Ziwen Mei (ORCID 0000-0002-6262-9811), H. Henny Yeung (ORCID 0000-0003-4601-6924)
Source: Reading Teacher. 2026 79(6).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 14
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: After School Programs, Literacy Education, Foreign Countries, Language Minorities, Multilingualism, Language Usage, Native Language, Cultural Background, Inclusion, Cultural Awareness
Geographic Terms: Canada
DOI: 10.1002/trtr.70045
ISSN: 0034-0561
1936-2714
Abstract: Afterschool programs in Anglophone Canada often reinforce monolingual English norms, marginalizing multilingual students' linguistic and cultural resources. In a research project conducted over three 16-week cycles at two schools, we selected relevant books and actively engaged parents and students with multimodal, arts-based cultural probes--such as collage, painting, rapping, and digital mapping--that encouraged culturally and linguistically diverse (CLD) children's reclamation of their minoritized languages, affirmed cultural identities, and confronted linguistic exclusion. Student artwork, interviews, and classroom observations showed greater use of home languages, increased pride in students' cultural backgrounds, and more resistance against linguistic and cultural exclusion compared to prior field observations. Findings suggest that these arts-based probes not only support English literacy development but also affirm students' full linguistic and cultural identities. This work offers practical guidance for designing inclusive learning environments and highlights the importance of engaging parents in critical conversations about language, culture, and identity at home.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504075
Database: ERIC
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  Data: From Monolingualism to Plurilingualism: Multimodal Arts-Based Cultural Probes as Catalysts for Linguistic Justice in an Afterschool Literacy Program
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  Data: <searchLink fieldCode="AR" term="%22Guofang+Li%22">Guofang Li</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5523-6892">0000-0002-5523-6892</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jonathan+Ferreira%22">Jonathan Ferreira</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4331-8372">0000-0002-4331-8372</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ziwen+Mei%22">Ziwen Mei</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6262-9811">0000-0002-6262-9811</externalLink>)<br /><searchLink fieldCode="AR" term="%22H%2E+Henny+Yeung%22">H. Henny Yeung</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4601-6924">0000-0003-4601-6924</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Reading+Teacher%22"><i>Reading Teacher</i></searchLink>. 2026 79(6).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: <searchLink fieldCode="DE" term="%22After+School+Programs%22">After School Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+Education%22">Literacy Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Minorities%22">Language Minorities</searchLink><br /><searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Language%22">Native Language</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Background%22">Cultural Background</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Awareness%22">Cultural Awareness</searchLink>
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  Data: Afterschool programs in Anglophone Canada often reinforce monolingual English norms, marginalizing multilingual students' linguistic and cultural resources. In a research project conducted over three 16-week cycles at two schools, we selected relevant books and actively engaged parents and students with multimodal, arts-based cultural probes--such as collage, painting, rapping, and digital mapping--that encouraged culturally and linguistically diverse (CLD) children's reclamation of their minoritized languages, affirmed cultural identities, and confronted linguistic exclusion. Student artwork, interviews, and classroom observations showed greater use of home languages, increased pride in students' cultural backgrounds, and more resistance against linguistic and cultural exclusion compared to prior field observations. Findings suggest that these arts-based probes not only support English literacy development but also affirm students' full linguistic and cultural identities. This work offers practical guidance for designing inclusive learning environments and highlights the importance of engaging parents in critical conversations about language, culture, and identity at home.
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