“Wait and See” Project: Journaling and Arts‐Integration to Explore Identity With Multilingual Learners
Abstract
ABSTRACT This Teaching and Learning in Practice article describes a six‐week “Wait‐and‐See Identity Project” conducted with multilingual learners ages 9–13. Integrating identity‐based journaling and arts‐based activities, this teacher‐developed, teacher‐led project invited students to explore and negotiate aspects of their identities while engaging in meaning‐making around a shared novel. The project weaves together multimodality, student voice, and authentic literacy engagement.
Fields of Study & Subjects
Literacy
Media
and Education
Multilingual Education and Policy
EFL/ESL Teaching and Learning
Publication details
- Journal / source
- The Reading Teacher
- Volume
- 79
- Issue
- 6
- Publication date
- 10 March 2026
- Language
- EN