Rethinking Normative Literacy Practices, Behaviors, and Interactions: Learning from Young Immigrant Boys

Autor/inn/en	Souto-Manning, Mariana; Dernikos, Bessie; Yu, Hae Min
Titel	Rethinking Normative Literacy Practices, Behaviors, and Interactions: Learning from Young Immigrant Boys
Quelle	In: Journal of Early Childhood Research, 14 (2016) 2, S.163-180 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X14548782
Schlagwörter	Males; Immigrants; Minority Group Students; Literacy Education; Reading Habits; At Risk Students; Reading Difficulties; Social Influences; Elementary School Students; Grade 1; Grade 2; Culturally Relevant Education; Program Effectiveness; After School Programs; Student Behavior; Participant Observation; Personal Narratives; New York (New York) + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; Immigrant; Immigrantin; Immigranten; Reading habit; Lesegewohnheit; Reading difficulty; Leseschwierigkeit; Sozialer Einfluss; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Student behaviour; Schülerverhalten; Teilnehmende Beobachtung; Erlebniserzählung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01