Critical Literacy Practices with Bilingual Immigrant Children: Multicultural Book Club in an Out-of-School Context

Autor/in	Son, Youngji
Titel	Critical Literacy Practices with Bilingual Immigrant Children: Multicultural Book Club in an Out-of-School Context
Quelle	In: International Journal of Early Years Education, 30 (2022) 2, S.307-321 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Son, Youngji)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2020.1848528
Schlagwörter	Critical Literacy; Bilingualism; Teaching Methods; Books; Clubs; Immigrants; Case Studies; Conflict; Multicultural Education; Dialogs (Language); Group Discussion; Writing (Composition); Females; Conflict Resolution; Korean Americans; Parent Child Relationship; Problem Solving; Sibling Relationship; Elementary School Students; English (Second Language); Second Language Learning; Libraries + Suchen Sie Ihr Suchwort? Kritisches Lesen; Bilingualismus; Teaching method; Lehrmethode; Unterrichtsmethode; Book; Buch; Monographie; Monografie; Club; Klub; Immigrant; Immigrantin; Immigranten; Case study; Fallstudie; Case Study; Konflikt; Multikulturelle Erziehung; Dialog; Dialogs; Dialogue; Dialogues; Gruppendiskussion; Schreibübung; Weibliches Geschlecht; Conflict solving; Konfliktlösung; Konfliktregelung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Problemlösen; Sibling relations; Geschwisterbeziehung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Library; Bibliothek
Abstract	This study investigates how and to what extent critical literacy activities in an out-of-school context serves as a space for bilingual immigrant children in the United States to solve their conflicts and challenges in life. Using the contextual format of a multicultural book club and a critical dialogue, the qualitative case study discusses the children's experiences with critical literacy practices for 19 weeks. The data include field notes on book club meetings and critical dialogues, transcripts of book discussion, and written artefacts they produced in the book club. The data were analysed on a weekly/monthly basis with interpretative approaches. The findings showed that the focal student, a seven-year-old immigrant girl, consciously or subconsciously revealed her conflicts and struggles with the book club members by sharing her thoughts, ideas, and feelings about the multicultural books and her lived experiences. Notably, when the conflicts and struggles were shared in the book club, the book club members built a coalition and helped her to resolve them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01