Reflections: A Journal of Community-Engaged Writing and Rhetoric Jan 2020 Open Access

The Muted Group Video Project: Amplifying the Voices of Latinx Immigrant Students

Christine Martorana

Abstract

During the Summer 2019 semester, Writing & Rhetoric students at Florida International University, a public Hispanic-Serving Institution in Miami, Florida, engaged with Muted Group Theory to both understand and challenge the silencing of immigrant voices. Specifically, the FIU students, the majority of whom identified as Hispanic, created video messages for a local third grade class predominantly made up of immigrant students. The videos spotlight the students’ personal experiences with immigration, incorporate multiple languages, and explore themes such as cultural diversity and welcoming immigrant students into the classroom. Following the creation of the videos, the college students participated in a video chat with the third graders. This article offers an overview of the video project, student reflections, and guidelines for future pedagogical implementation. In addition, I reflect on the importance of pedagogical flexibility in the classroom and the ways in which multilingualism can expand our understanding of multimodality.

Journal
Reflections: A Journal of Community-Engaged Writing and Rhetoric
Published
2020-01-01
DOI
10.59236/rjv19i2pp66-80
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Topics
rhetorical criticism writing pedagogy multimodality multilingual writers race and writing
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References (10) · 1 in this index

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    Reflections
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    Digital Latin@ Storytellin: testimonio as Multi-modal Resistance
Show all 10 →
  1. Medina (2013)
    Nuestros Refranes: Culturally Relevant Writing in Tucson High Schools
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  2. Montgomery (2017)
    Writing our own America: Latinx middle school students imagine their American Dreams thro…
    Reflections
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    Recognizing the Effects of Language Mode on the Cognitive Advantages of Bilingualism
    Frontiers in Psychology  ↗
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