Facilitating Culturally Sustaining, Functional Literacy Practices in a Middle School ESOL Reading Program: A Design-Based Research Study

Autor/inn/en	Cavallaro, Christina J.; Sembiante, Sabrina F.
Titel	Facilitating Culturally Sustaining, Functional Literacy Practices in a Middle School ESOL Reading Program: A Design-Based Research Study
Quelle	In: Language and Education, 35 (2021) 2, S.160-179 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cavallaro, Christina J.) ORCID (Sembiante, Sabrina F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2020.1775244
Schlagwörter	Culturally Relevant Education; Cultural Background; Functional Literacy; Middle School Students; English (Second Language); Second Language Learning; Reading Instruction; Instructional Effectiveness; Direct Instruction; Teaching Methods; Bilingual Students; Learner Engagement; Code Switching (Language); Metalinguistics; Public Schools; Urban Schools; Florida + Suchen Sie Ihr Suchwort? Funktionale Kompetenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Leseunterricht; Unterrichtserfolg; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Teaching method; Lehrmethode; Unterrichtsmethode; Metalanguage; Metasprache; Public school; Öffentliche Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This paper explores how Culturally Sustaining Systemic Functional Linguistics (CSSFL), a theoretical and pedagogical approach, facilitates emergent bilingual (EB) students' engagement in explicit, equitable literacy practices within the unique context of a middle school intensive reading classroom. This design-based research (DBR) study documents the literacy practices and routines of EBs in a culturally and linguistically diverse intensive reading classroom, what CSSFL-informed lessons comprise when created in response to students' cultural and linguistic affordances, and how students' genre-based language knowledge was supported in these lessons. Culturally Sustaining Pedagogy and Systemic Functional Linguistics informed analysis of data collected from observations, student samples, researcher reflections, and video/audio-recordings. Findings indicate that while there were missed opportunities for culturally sustaining practices and explicit language instruction in the reading classroom, designing and implementing a CSSFL-informed and curriculum-aligned lessons facilitated students' enthusiasm and active participation, community building and shared experiences, and use of translanguaging and multimodal practices to heighten metalinguistic awareness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01