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ERIC Number: EJ1250805
Record Type: Journal
Publication Date: 2020
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1523-5882
EISSN: N/A
Cultural Relevance and Linguistic Flexibility in Literature Discussions with Emergent Bilingual Children
Clark, Amy
Bilingual Research Journal, v43 n1 p50-70 2020
Spanish-English emergent bilingual children's range of sociocultural and linguistic knowledge have typically gone devalued in relation to school literacy curricula. This case study examines how emergent bilingual children in a second grade one-way immersion dual language classroom draw on their prior cultural-experiential knowledge and dynamic linguistic resources to participate meaningfully during discussions of three authentic fiction texts in Spanish, each with a different level of cultural relevance. Data sources include child data and observational field notes from nine literature discussions of the texts, teacher interview data about discussions, and children's ratings of each text on an adaptation of Ebe's Cultural Relevance Rubric (2010). The examination of how children utilized prior knowledge and bilingual practices in relation to texts determined by the children and teacher to have different levels of cultural relevance, and the focus on discussions of texts in Spanish in a Spanish literacy instructional context are unique. Findings suggest that facilitated discussions of a Spanish text with high cultural relevance and within a flexible linguistic space may provide emergent bilingual children with optimal opportunities to employ prior cultural-experiential resources to participate meaningfully in literature discussions.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education; Early Childhood Education; Grade 2; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A