This practitioner research study explored the use of student-created digital photo stories combined with focused teacher conversations guided by the NOT-ICE protocol (Author, 2016) to provide insight into why Latin@ students’ talents may be overlooked by classroom teachers. Digital photo stories, created by emergent bilingual elementary Latin@ learners, were used to elicit the primary data from the study. Teacher co-researchers participated in small-group, collaborative discussion sessions to investigate and understand how schooling labels carry potential biases that obscure students’ gifts and talents. Findings indicate that digital photo stories can act as counter-stories by disrupting teachers’ commonly held (mis)perceptions about emergent bilinguals, emphasize students’ strengths, and help teachers see how they might reach these students differently by providing them with challenging and engaging learning opportunities.
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Allen, J. K. (2018). “You Can’t Know Until Someone Tells You or You Experience Something”: Talking back to Deficit Discourse with Digital Photo Stories and the NOT-ICE Teacher Discussion Protocol. Perspectives In Learning, 17 (1). Retrieved from https://csuepress.columbusstate.edu/pil/vol17/iss1/2