Engaging Students with Culturally Relevant Texts: A Case Study of Dual Language Learners' Read-Alouds

Autor/inn/en	Marquez, Gloria Rubio; Colby, Sherri Rae
Titel	Engaging Students with Culturally Relevant Texts: A Case Study of Dual Language Learners' Read-Alouds
Quelle	In: Journal of Ethnographic & Qualitative Research, 15 (2021) 3, S.205-219 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-3308
Schlagwörter	Learner Engagement; Culturally Relevant Education; Cultural Awareness; Consciousness Raising; Reader Text Relationship; Reading Instruction; Childrens Literature; Grade 4; Elementary School Students; Preadolescents; Hispanic American Students; Immigrants; Bilingual Students; Reading Aloud to Others; Empathy; Political Issues; Suburban Schools; Foreign Countries; Texas; Mexico + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Bewusstseinsbildung; Leseunterricht; 'Children''s literature'; Kinderliteratur; School year 04; 4. Schuljahr; Schuljahr 04; Pre-adolescence; Präadoleszenz; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Immigrant; Immigrantin; Immigranten; Empathie; Politischer Faktor; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Ausland; Mexiko
Abstract	The purpose of the present case study was to explore fourth-grade dual language learners' interactions with culturally relevant children's literature. The present study involved observations of six second- and third-generation immigrant students participating in read-aloud sessions with the teacher reading the text and the students responding out-loud about their insights. After each read-aloud session, we interviewed the participants about their perceptions of their readings. The findings showed the students engaging with the texts by drawing personal and cultural connections to their Hispanic heritage and by responding to contemporary socio-political issues, such as immigration and deportation. At times, the students experienced cultural distance from the narratives, especially when the stories differed from the students' own lives. When the teacher provided contextual background, the process of reading and discussing fictive narratives about Latino/as' life experiences cultivated the students' empathetic considerations for others. (As Provided).
Anmerkungen	Cedarville University. 251 North Main Street, Cedarville, OH 45314. Tel: 937-766-3242; Fax: 937-766-7971; e-mail: jeqr@comcast.net; Web site: http://www.jeqr.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01