Cultural Relevance and Linguistic Flexibility in Literature Discussions with Emergent Bilingual Children

Autor/in	Clark, Amy
Titel	Cultural Relevance and Linguistic Flexibility in Literature Discussions with Emergent Bilingual Children
Quelle	In: Bilingual Research Journal, 43 (2020) 1, S.50-70 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2020.1722974
Schlagwörter	Spanish; English (Second Language); Second Language Learning; Literacy Education; Cultural Relevance; Immersion Programs; Elementary School Students; Grade 2; Prior Learning; Fiction; Childrens Literature; Discussion (Teaching Technique); Teaching Methods; Bilingualism; Language Usage; Classroom Communication; Native Language; Bilingual Education Programs; Oral Language; Neighborhood Schools + Suchen Sie Ihr Suchwort? Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Immersionsprogramm; School year 02; 2. Schuljahr; Schuljahr 02; Vorkenntnisse; Fiktion; 'Children''s literature'; Kinderliteratur; Teaching method; Lehrmethode; Unterrichtsmethode; Bilingualismus; Sprachgebrauch; Klassengespräch; Oral interpretation; Mündlicher Sprachgebrauch
Abstract	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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01