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ERIC Number: EJ1111619
Record Type: Journal
Publication Date: 2015
Pages: 21
Abstractor: As Provided
ISSN: ISSN-1535-0517
Mentor Texts Squared: Helping Students Explore Voice through Readings That Promote Critical Consciousness
Molina, Sarina Chugani; Manasse, Mark
CATESOL Journal, v27 n2 p281-301 2015
Much research has been conducted documenting the reading and writing challenges students in pre-college courses face (Crosby, 2007; Masterson, 2007). Some colleges label these courses "developmental," "remedial," or "basic skills" courses. These "developmental" students comprise both US-born and immigrant pupils from culturally, linguistically, and economically diverse backgrounds (Roberge, Siegal, & Harklau, 2009) and are often institutionally marginalized (Blumenthal, 2002), leaving them often underprepared when matriculating into credit-bearing college-level courses (Roberge, 2009). In this article, we report on a case study where a community college ESOL (English for Speakers of Other Languages) instructor and three faculty members at a local university worked collaboratively on developing resources to support his struggling readers through leveled, culturally responsive texts. We share a unique approach to mentor texts, employing them both as exemplars for developing reading and writing skills, and also as a means to support avenues for finding "voice."
CATESOL. P.O. Box 9200-338, Fountain Valley, CA 92708. Tel: 714-907-4033; Fax: 888-832-0501; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Two Year Colleges; Higher Education; Postsecondary Education; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California; California (San Diego)
Grant or Contract Numbers: N/A