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ERIC Number: EJ1101237
Record Type: Journal
Publication Date: 2016-Jun
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1476-718X
Rethinking Normative Literacy Practices, Behaviors, and Interactions: Learning from Young Immigrant Boys
Souto-Manning, Mariana; Dernikos, Bessie; Yu, Hae Min
Journal of Early Childhood Research, v14 n2 p163-180 Jun 2016
In light of the historical failure of boys of color in US schools, this article sheds light onto the ways in which normative discourses of literacy and learning shape the experiences of immigrant boys and how they are perceived and defined as un/successful students. Findings indicate that although these boys--deemed to be "at-risk" or "struggling readers"--were not knowledgeable of prevalent school discourses and interactional sequences, they had sophisticated linguistic understandings and knowledgeable communicative practices. Yet, "good" and "successful" literate subjects were defined according to how well a child's literacy behaviors aligned with school norms and expectations. Implications highlight the need to recognize and challenge gender-specific and behavioral norms that continue to disadvantage boys whose literacy practices do not mirror normative expectations.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Primary Education; Early Childhood Education; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York (New York)
Grant or Contract Numbers: N/A