Irania is a multicultural children specialist and library consultant in the area of literature and

performing arts. She provides programs for bilingual at-risk audiences using bibliotherapy

techniques

Panel 2: Literacy Programming: Forming Partnerships and Sharing Resources January 30, 2015

MultilingualArtistic Literary

Strategies

o Charlotte Mecklenburg Schoolso University of North Carolinao The Mint Museumo Pre schools o Shamrock Senior Centero Latin American Coalition

Explore how theatre and the arts can be used as tools of inter-cultural communication when serving diverse audiences

o GLOBAL ARTS & LITERACY IN ACTION o A hands-on workshop for teachers and

librarians that explores why and how it is important to approach early learning with shared attention to the arts, language/literacy and cultural identity.  This workshop is designed to equip teachers and librarians for hosting the UNC-Charlotte Theatre Department's touring production of MAMÁ GOOSE, a bilingual production for ages 3-7, at their various locations with ideas and materials for both preparation and extension before and after the show.  

o What literacy strategies were used in that activity?

o What arts strategies?

o What multi-lingual strategies?

o Spaces of overlap? Scaffolding?

Emerging Research Threads

Translating Childhoods An examination and documentation of the authorial creation process

Enacting Childhoods: Staging Literacy Capturing diverse actor perspectives on their collective and individual experience

The Spaces We Make: the Liberatory Nature of the Margins Looking at how educational and dramaturgical orientations, though marginalized—or perhaps because marginalized—within theatre help foster plural, inclusive, flexible, multi-voiced, liberatory artistic spaces.

Embodying Cultural Borders Centering on the process of including, developing, shaping and questioning hybridized movement and choreography, describing the process of pluralized movement development used in this production.

Children’s Picture Books On Stage Picking up on the multiple perspectives on the role of the original book in the stage production process, this line of inquiry aims to tease out and examine the multi-modal literacies at work in practical art making for playwrights, directors, designers, musicians, actors, dramaturgs and choreographers/movement directors.

Mamá Goose Goes to Work: Early Childhood Teacher-Librarian Professional Development and Action Research Initiative Based on yearlong work (2013-14) in providing responsively-designed professional development, mentorship, peer-networking and on-site support for teacher and librarian volunteer actions researchers, this line of inquiry seeks to document and describe the multi-voiced effort

Language Techniques used:TPR

Natural ApproachCodeswitching

o ESL Story Time: Introductiono About the Program:o English as a Second Language (ESL) Story Time is a 11-session program that

allows staff to offer ESL Story Times for children from birth to age five and their families. Over the course of the nine sessions, program attendees will learn many concepts including colors, letters, numbers, and shapes. At the end of the series, program attendees will have added at least 27 concepts to their English-language repertoire. Know that these programs are flexible, and you can adjust them based on your audience.

o This program is based on principles from Every Child Ready to Read II, a curriculum that teaches parents and caregivers five activities (reading, singing, writing, playing, and talking) that will help their young children get ready to learn how to read in kindergarten. This program also incorporates the following techniques to assist children in “discovering the connection between new language and its meaning without translation:” Natural Approach, Total Physical Response, and Code Switching. The goals of each outline are selected from the Early Childhood Development Domains.

o All English Language Learners are welcome to participate, but the ESL Story Time program’s target audience is children from birth to age five and their parents and/or caregivers

Seniors passing their voices