Rafaela Cleeve Gerkens
Biographic Data
| ID | 5998058 |
|---|---|
| NAME | Rafaela Cleeve Gerkens |
| GIVEN NAMES | Rafaela Cleeve |
| FAMILY NAME | Gerkens |
| SIGNATURE | GERKENS R C |
| AFFILIATIONS | The University of Melbourne |
| ORCID | 0000-0001-7351-4713 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
“This is the Work I'm Most Proud of”: K‐Pop Fandom and Children's Multilingual Literacy Practices
This paper examines how children's affective investments in K‐pop generated sustained multilingual literacy practices in an arts‐based bookmaking project. Drawing on Pennycook's concept of language assemblages and Norton's investment framework, and informed by Paris and Alim's distinction between heritage and community practices, we analyse what happened when children from diverse backgrounds, none with Korean heritage, began incorporating Korean…
Making multilingual students’ analytical thinking visible
A Year 10 English language learner's spider web drawing, captioned ‘the movies can learn in different ways’, illustrates the complexity of multilingual learning. This research examines how multilingual students use visual–spatial thinking as legitimate analytical work through a partnership between university researchers and a secondary school teacher with Year 10 students in an Australian school. Using emotive mapping, drama-based pedagogy and ri…
Sustaining a translanguaging community of practice: A narrative inquiry by teacher educators
As linguistic and cultural diversity increases globally, teachers need to develop translanguaging pedagogies that leverage students’ full linguistic repertoires. Enacting such pedagogies can be challenging due to policy, ideology, and knowledge constraints. This study explores the processes and factors that allow Translanguaging Communities of Practice (TCoPs) to form and evolve equitably. Through narrative inquiry, the authors examine critical i…
Multilingual authors ‘standing taller’ in arts-rich translanguaging spaces
Viewed through the monolingual English-only lens characteristic of many Australian schools, plurilingual students are often positioned as being in deficit as language and literacy learners and struggle to find their way into a writer's identity. The importance of creating a translanguaging space to support plurilingual learners is well established in the literature. In the current case study involving a class of Year 4 students from a Melbourne s…
Reflecting on embodied experience through an expert lens: Drama as a pedagogic tool for developing academic language proficiency in the middle-primary school
This paper reports on a major study which examined how middleprimary teachers (of students aged 8-10) in Australia used dramarich pedagogy in their literacy programs to support the development of academic language proficiency, a critical element of ongoing student progress in literacy beyond the early years.Despite its proven status as a powerful literacy teaching strategy, drama-rich pedagogy remains underused by teachers.Key findings from a qua…
My Book Ideas were Spinning in my Head”: Arts‐Rich Bookmaking Experiences to Create and Sustain Multilingual Children's Meaning Making Flows and Authorial Voices
Important theoretical developments in TESOL education challenge the monolingual mindset, instead valuing and leveraging students' complex linguistic repertoires alongside their funds of knowledge and identity through translanguaging practices to foster literacy development. Through a case study of an arts‐rich book making experience facilitated by community organization, Kids' Own Publishing, this article uses assemblage thinking to examine how c…
My Book Ideas were Spinning in my Head”: Arts‐Rich Bookmaking Experiences to Create and Sustain Multilingual Children's Meaning Making Flows and Authorial Voices
Important theoretical developments in TESOL education challenge the monolingual mindset, instead valuing and leveraging students' complex linguistic repertoires alongside their funds of knowledge and identity through translanguaging practices to foster literacy development. Through a case study of an arts‐rich book making experience facilitated by community organization, Kids' Own Publishing, this article uses assemblage thinking to examine how c…
Reflecting on embodied experience through an expert lens: Drama as a pedagogic tool for developing academic language proficiency in the middle-primary school
This paper reports on a major study which examined how middleprimary teachers (of students aged 8-10) in Australia used dramarich pedagogy in their literacy programs to support the development of academic language proficiency, a critical element of ongoing student progress in literacy beyond the early years.Despite its proven status as a powerful literacy teaching strategy, drama-rich pedagogy remains underused by teachers.Key findings from a qua…
My Book Ideas were Spinning in my Head”: Arts‐Rich Bookmaking Experiences to Create and Sustain Multilingual Children's Meaning Making Flows and Authorial Voices
Important theoretical developments in TESOL education challenge the monolingual mindset, instead valuing and leveraging students' complex linguistic repertoires alongside their funds of knowledge and identity through translanguaging practices to foster literacy development. Through a case study of an arts‐rich book making experience facilitated by community organization, Kids' Own Publishing, this article uses assemblage thinking to examine how c…
Sustaining a translanguaging community of practice: A narrative inquiry by teacher educators
As linguistic and cultural diversity increases globally, teachers need to develop translanguaging pedagogies that leverage students’ full linguistic repertoires. Enacting such pedagogies can be challenging due to policy, ideology, and knowledge constraints. This study explores the processes and factors that allow Translanguaging Communities of Practice (TCoPs) to form and evolve equitably. Through narrative inquiry, the authors examine critical i…
Multilingual authors ‘standing taller’ in arts-rich translanguaging spaces
Viewed through the monolingual English-only lens characteristic of many Australian schools, plurilingual students are often positioned as being in deficit as language and literacy learners and struggle to find their way into a writer's identity. The importance of creating a translanguaging space to support plurilingual learners is well established in the literature. In the current case study involving a class of Year 4 students from a Melbourne s…
“This is the Work I'm Most Proud of”: K‐Pop Fandom and Children's Multilingual Literacy Practices
This paper examines how children's affective investments in K‐pop generated sustained multilingual literacy practices in an arts‐based bookmaking project. Drawing on Pennycook's concept of language assemblages and Norton's investment framework, and informed by Paris and Alim's distinction between heritage and community practices, we analyse what happened when children from diverse backgrounds, none with Korean heritage, began incorporating Korean…
Making multilingual students’ analytical thinking visible
A Year 10 English language learner's spider web drawing, captioned ‘the movies can learn in different ways’, illustrates the complexity of multilingual learning. This research examines how multilingual students use visual–spatial thinking as legitimate analytical work through a partnership between university researchers and a secondary school teacher with Year 10 students in an Australian school. Using emotive mapping, drama-based pedagogy and ri…
Multilingual Education and Policy (5 works) · Pedagogy (4 works) · Psychology (4 works) · Sociology (4 works) · Art (3 works) · EFL/ESL Teaching and Learning (3 works) · Literacy (3 works) · Literacy, Media, and Education (3 works) · Multilingualism (3 works) · Second Language Learning and Teaching (3 works)