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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 6 of 6 1 Dinner at Dinosaurland: Invention, Dialogue, & Solidarity in the Early Childhood Classroom Hoy, Selena L.; Lea, Jessica L.; Flynn, Erin E. In: Journal of Childhood Studies; Vol. 46 No. 2 (2021): Journal of Childhood Studies; 66-77 ; 2371-4115 ; 2371-4107 (2021) BASE Show details 2 “Rapunzel, Rapunzel, Lanza Tu Pelo”: Storytelling in a Transcultural, Translanguaging Dialogic Exchange Flynn, Erin E. In: School of Social Work Faculty Publications and Presentations (2020) BASE Show details 3 Translanguaging through Story: Empowering Children to Use their Full Language Repertoire Flynn, Erin E.; Hoy, Selena L.; Lea, Jessica L.... In: School of Social Work Faculty Publications and Presentations (2019) BASE Show details 4 Ideas in Dialogue: Leveraging the Power of Child-Led Storytelling in the Multicultural Preschool Classroom Flynn, Erin E. In: School of Social Work Faculty Publications and Presentations (2018) Abstract: An investigation into the interactive features of small group, child-led storytelling in preschool classrooms serving lower socioeconomic status (SES), multilingual children shows both the affordances and constraints of positioning children to author their own experiences in the classroom. In story circles, children told stories which included canonical instantiations of story and culturally-shaped features. Through their stories, the children advanced ideas, built connections, and evaluated ways of telling stories as they continued ideas like threads from story to story. Child-led storytelling did not disrupt the dynamics of power through which some ways of using language are privileged while others are marginalized. Instead, story circles simply shifted children’ relationship to the process of being and becoming literate such that children did the evaluating, valuing, and promoting of ways of using language, developing literate identities, but potentially forestalling some ways of participating even as shared interactional norms were developed. Keyword: and Multicultural Education; Bilingual; Early Childhood Education; Early childhood education -- Curricula; Multilingual URL: https://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=1245&context=socwork_fac https://pdxscholar.library.pdx.edu/socwork_fac/244 BASE Hide details 5 “Our Greatest Songs Are Still Unsung”: Educating Citizens About Schooling in a Multicultural Society Goldin, Simona; Flynn, Erin E.; Egan, Cori Mehan In: School of Social Work Faculty Publications and Presentations (2017) BASE Show details 6 Language Rich Early Childhood Classroom: Simple But Powerful Beginnings Flynn, Erin E. In: School of Social Work Faculty Publications and Presentations (2016) BASE Show details

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