ERIC Number: ED387386
Record Type: RIE
Publication Date: 1994-Apr
Reference Count: N/A
Literacy as a Gendered Social Practice in Two Bilingual Classrooms.
Orellana, Marjorie Faulstich
This study contributes to the elaboration of a sociocultural perspective on literacy by considering the role of gender in shaping students' participation in literacy activities in school. The project aims to illuminate the way in which gender expresses itself in and helps to shape the nature of children's literacy acquisition across different activity settings in two bilingual, elementary classrooms, as well as to examine the contexts in which gender is not salient as an organizing schema. Open-ended research questions were designed to address the following: (1) How does gender express itself through literacy, and literacy through gender, across diverse contexts for literacy learning in school? (2) In what ways is gender most salient in relation to literacy in these classrooms? How is gender expressed? (3) In what ways, and in what settings, is gender not salient? (4) What factors appear to contribute to these spaces of gender blindness? and (5) In what ways are within-gender differences evident in relation to the questions outlined above? The study was conducted in two Spanish-English bilingual classrooms, led by a Spanish speaking teacher, within a predominantly Latino working class neighborhood. Observations of classroom and interviews with teachers and students were used to gather data. (EH)
Descriptors: Bilingual Education, Bilingual Students, Bilingual Teachers, Bilingualism, Cross Cultural Studies, Cultural Literacy, Cultural Pluralism, Elementary Secondary Education, Language Research, Literacy, Multicultural Education, Second Language Learning, Sex Differences, Sex Role, Sex Stereotypes, Sexual Identity
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 1994).