Bringing a Culturally Sustaining Lens to Reading Intervention

Autor/in	Wissman, Kelly K.
Titel	Bringing a Culturally Sustaining Lens to Reading Intervention
Quelle	In: Journal of Literacy Research, 53 (2021) 4, S.563-587 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wissman, Kelly K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-296X
DOI	10.1177/1086296X211051668
Schlagwörter	Intervention; Reading Instruction; Culturally Relevant Education; Monolingualism; Native Language; Literacy; Specialists; Bilingualism; Case Studies; Classroom Communication; Art Products; Writing (Composition); Reading Skills; Skill Development; Teaching Methods; Childrens Literature; Second Language Learning; Second Language Instruction; English (Second Language); Picture Books; Elementary School Students; Multilingualism; Elementary School Teachers + Suchen Sie Ihr Suchwort? Leseunterricht; Alphabetisierung; Schreib- und Lesefähigkeit; Bilingualismus; Case study; Fallstudie; Case Study; Klassengespräch; Künstlerische Produktion; Schreibübung; Reading skill; Lesefertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; 'Children''s literature'; Kinderliteratur; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Picture book; Bilderbuch; Mehrsprachigkeit; Multilingualismus; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	This study explores the possibilities and tensions that emerged when a literacy specialist brought a culturally sustaining lens to her work in a reading intervention setting with five emergent bilinguals. Utilizing a case study methodology, the study draws on data from class transcripts, interviews, student writing and artwork, and fieldnotes collected over 2 years. During data analysis, three themes, "get proximate," "get connected," and "get moving," were constructed. Findings illustrate the complex relationship between practices designed to bring students' linguistic and cultural resources into the classroom ("get proximate" and "get connected") within a context designed to facilitate measurable growth in students' reading skills ("get moving"). Findings contain seeds for further exploration related to engaging students' languages and lived experiences to build foundational skills. The study suggests that more cohesive incorporation of culturally sustaining practices would require a (re)consideration of monolingualism and narrow definitions of literacy within interventions and assessments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01