Learning to Be Culturally Responsive: Understanding How Literacy Projects Provide Space to Share Past Experiences

Autor/in	McNeill, Erin
Titel	Learning to Be Culturally Responsive: Understanding How Literacy Projects Provide Space to Share Past Experiences
Quelle	In: English in Education, 57 (2023) 3, S.237-249 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McNeill, Erin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0425-0494
DOI	10.1080/04250494.2023.2228338
Schlagwörter	Bilingualism; Student Attitudes; Literacy Education; Curriculum Development; Culturally Relevant Education; Cultural Background; Student Projects; Classroom Communication; English (Second Language); Second Language Learning; Second Language Instruction; Immigration; Authentic Learning; Active Learning; Grade 9; Language Arts; English Curriculum; Mexican Americans; Hispanic American Students; High School Students; English Teachers; Parent Child Relationship + Suchen Sie Ihr Suchwort? Bilingualismus; Schülerverhalten; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Schulprojekt; Klassengespräch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Aktives Lernen; School year 09; 9. Schuljahr; Schuljahr 09; Sprachkultur; Hispanoamerikaner; Hispanic; Hispanic Americans; Student; Students; Schüler; Schülerin; Studentin; High school; High schools; Oberschule; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung
Abstract	This practitioner inquiry study investigates learning from the stories of emergent bilingual students as they complete project based learning units. This method of instruction created the space to have one-on-one conversations, listen in culturally responsive ways, and develop asset-based literacy curriculum. I argue that relationships formed through project conversations with diverse students allow classrooms to become spaces where students can share family stories, life experiences, and funds of knowledge. The focal student, Audrey, created the migration story featured in this article. She told the story of her mother's journey to the United States. Recommendations based on Audrey's project include implementing literacy projects focused on students' families and communities and recognising how immigration continuously shapes lives. This study also advocates for a culturally responsive, authentic, and asset-based response to the texts students produce to inform the design of literacy curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01