Using Place-Referenced Approaches to Extend Language-Minority Youths' Problem-Solving Abilities and Literacy Engagement

Autor/inn/en	Schecter, Sandra R.; Rashkovsky, Karine; Atari, Yonah
Titel	Using Place-Referenced Approaches to Extend Language-Minority Youths' Problem-Solving Abilities and Literacy Engagement
Quelle	In: Urban Education, 56 (2021) 5, S.772-802 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085917714514
Schlagwörter	Foreign Countries; Secondary School Students; Problem Solving; Literacy; Place Based Education; Language Minorities; Self Concept; Enrichment Activities; Canada + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Problemlösen; Alphabetisierung; Schreib- und Lesefähigkeit; Sprachminderheit; Selbstkonzept; Bereicherungsprogramm; Kanada
Abstract	We examine an action research initiative focusing on youths who were born and/or began formal schooling in Canada but raised in homes where the societally dominant language was not extensively spoken. Concepts of place and situation were used as heuristics to extend secondary-level students' problem-solving abilities and literacy engagement and--using activities revolving around youths' locations within family, school, and community ecologies--to stimulate reflection on their personal and socially situated identities. The structure of secondary schooling, including its engagement of placemaking processes, is not conducive to the promotion of pedagogies that beneficially support the learning of this student cohort. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01