ERIC Number: EJ1040839
Record Type: Journal
Publication Date: 2014-Oct
Abstractor: As Provided
Reference Count: N/A
"¡Fantástico!": Valuing Student Knowledge through the Morning Message
DeNicolo, Christina P.
Reading Teacher, v68 n2 p135-144 Oct 2014
Drawing from a qualitative case study that examined the language practices and learning in a first grade bilingual classroom, the author discusses one teacher's daily process for the literacy event of the morning message. Primary findings indicate that the ways the teacher listened and responded to students during the morning message provided validation regarding their knowledge and role in the classroom. Several forms of validation were identified such as: stating agreement with students' thoughts and opinions, identification of students' intellectual strategies, and recognition of their cultural and linguistic knowledge. The forms of validation used during morning message supported student learning of academic language across their developing languages of Spanish and English as well as their ability to see themselves as valuable members of the learning community. This study builds on literacy research by exploring how morning message can promote student engagement, literacy development and metalinguistic awareness.
Descriptors: Qualitative Research, Case Studies, Language Usage, Grade 1, Bilingual Students, Bilingual Education, Literacy Education, Communication Strategies, Listening Skills, Responses, Teacher Student Relationship, Knowledge Level, Student Role, Teacher Role, Teaching Methods, Cultural Influences, Validity, Spanish Speaking, English, Learner Engagement
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Primary Education; Elementary Education; Early Childhood Education
Authoring Institution: N/A