Peer reviewed
Download full textERIC Number: EJ1044063
Record Type: Journal
Publication Date: 2014
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1946-7109
EISSN: N/A
Emergent Understandings: Multilingual Fourth Grade Students Generating Close Readings and Multimodal Responses to Global and Informational Texts
Hasty, Michelle Medlin; Fain, Jeanne Gilliam
Penn GSE Perspectives on Urban Education, v11 n2 p10-20 Sum 2014
In this paper, the authors present findings from a yearlong ethnographic research study that examines the development of critical literacy within two urban fourth grade classrooms in Tennessee. This study examines how young second language learners in English-dominant classrooms learn to read critically, write, and construct multimodal perspectives through global (texts focused upon world issues) and informational texts.
Descriptors: Elementary School Students, Urban Schools, Critical Literacy, English Language Learners, Ethnography, Multimedia Materials, Writing Instruction, Global Approach, Nonfiction, Multilingualism, Cultural Awareness, Cultural Pluralism, Cultural Influences, Learner Engagement, Multiple Literacies, Qualitative Research
University of Pennsylvania, Graduate School of Education. 3700 Walnut Street, Philadelphia, PA 19104. e-mail: journal@gse.upenn.edu; Web site: http://urbanedjournal.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee
Grant or Contract Numbers: N/A
