Hobson,

Sarah
Inquiry II: 668

PART ONE: REFLECTING ON YOUR WRITING PROCESSES
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What was your writing process in producing this multimodal text?

How did you work with the primary texts?
How did you make decisions about how to re-present the primary texts?
What were your individual and collaborative writing practices?
What genre, modes, stylistic choices, and discourses did you create to capture their stories of
language acquisition and identity development?
6. What new perspectives on their lives did you construct through your genres, modes, stylistic
choices, and discourses?
7. What questions were you raising and how?
8. What audiences were you targeting and why?
PART TWO: REFLECTING ON LANGUAGE AND LANGUAGE ACQUISITION
Based on your projects and on course readings, how are you making sense of these questions:
1. How has and does the English language evolve over time and in response to what kinds of
sociocultural factors? What are the historical and sociocultural influences on its forms
and how can we integrate this knowledge into student learning?
2. Where, how, and why does language vary and change in different regions, across different
cultural groups, and across different time periods?
3. What kind of classroom instruction and assessment acknowledges and shows consistent
respect for language diversity?
4. How were these adolescents from the readings acquiring languagethrough talk, reading,
writing, research, social interaction, and in and out of school literacy events and
practices?
5. What were they using language to dowhen they read, wrote, talked, researched, and
related?
6. What are the connections between the literacy frameworks their teacher was using and
their literacy and language learning?
7. What is it they were learning through language, about language, texts, each other,
cultures, themselves, society, and the world?
8. What are the adolescents in the novels learning about language and the English language
in particular?
a. Who or what is or is not included in what they are learning?
b. What kinds of identities (as readers, writers, people) are possible for them within
their classrooms or outside of their classrooms and the literacy events and
practices they experience there?
9. What are the adolescents in the novels learning about the connections between language,
society and the social practices and identities that are possible within specific social
contexts?

10. What kinds of literacy/language/writing/reading instruction builds upon adolescents

literacies, languages, and cultures, scaffolds adolescent learning, and empowers them the
most as readers, writers, researchers, and citizens.
PART THREE: REFLECTING ON ALIGNING LANGUAGE/WRITING INSTRUCTION
WITH ADOLESCENT LITERACIES
Using our readings on literacy, multimodality, language acquisition, and adolescent literacies,
how could projects like these serve adolescents?
How could they intersect with their literacies, their language development processes,
needs, and their identities?
How would/could such projects engage them in considering the discourses that
accompany their language and identity development?
How does such a project support collaborative inquiry into connections between language
practices, cultural practices, and our society?