Lessons From La Maestra Miriam: Developing Literate Identities through Early Critical Literacy Teaching

Autor/in	Flores-Duenas, Leila
Titel	Lessons From La Maestra Miriam: Developing Literate Identities through Early Critical Literacy Teaching
Quelle	In: Journal of Latinos and Education, 4 (2005) 4, S.237-251 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1207/s1532771xjle0404_3
Schlagwörter	Literacy Education; Spanish Speaking; Teaching Methods; Critical Theory; Bilingualism; Bilingual Teachers; Bilingual Education; English (Second Language) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Kritische Theorie; Bilingualismus; Bilingual teaching; Bilingualer Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	In the 1990s, teacher educators began to hear about the importance of studying and reporting on "best practices" in literacy learning to narrow the gap between high-and low-performing students. Of the studies produced, few of them looked to research in areas such as bilingual education for guidance on how to improve teaching reading for Spanish-dominant children. This year-long, qualitative study attempts to offer insight about how an exemplary Mexican bilingual teacher mobilizes her 1st-grade students' linguistic and cultural resources in Spanish to develop critical literacy skills that foster healthy literate identities and classroom communities for these Latino students. (Author).
Anmerkungen	Lawrence Erlbaum Associates, Inc., Journal Subscription Department, 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579 (Toll Free); e-mail: journals@erlbaum.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10