ERIC Number: ED427337
Record Type: Non-Journal
Publication Date: 1998
Reference Count: N/A
Literacy through Literature in Culturally and Linguistically Diverse Classrooms.
Bonissone, Paola; Rougle, Eija; Langer, Judith
A study focused on ways in which literature might be used to support the literacy learning of English language learners in classrooms of diversity where a number of cultures and mother tongues were represented. The framework guiding the study (as in earlier work) is based on a sociocognitive view on literacy where literacy learning is socially based and cognition grows out of those socially based experiences. One researcher worked with a preschool teacher and another with an adult education teacher. The "field" researchers "lived" in the classroom continually planning and debriefing and revising each day's plans with the teachers. Data were gathered by performing ongoing analyses and making constant comparisons of classes in action. Data were first examined for emerging patterns. In the day care center, stories and the verbal interactions around them became the focus. Storytelling, performing, and sharing stories in a story circle appeared as a daily routine, and a literature- and literacy-rich environment was created. In the adult English as a Second Language class, 20 students took part in the project to tap their cultural and linguistic resources. The students decided to write a book of stories, with multiple drafts and drawings. From a prototypical student it was learned that a broad-based writing activity can tap students' rich cultural and experiential knowledge while engaging them in a meaningful, rich literacy environment and that interweaving oral and written texts assisted students in literacy activity. (Contains 15 references.) (NKA)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Research Center on English Learning and Achievement, Albany, NY.