Emergent Bilingual Students' Small Group Read-Aloud Discussions

Autor/inn/en	Christ, Tanya; Cho, Hyonsuk
Titel	Emergent Bilingual Students' Small Group Read-Aloud Discussions
Quelle	In: Literacy Research and Instruction, 62 (2023) 3, S.203-232 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Christ, Tanya) ORCID (Cho, Hyonsuk)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
DOI	10.1080/19388071.2022.2085637
Schlagwörter	Bilingual Students; English Language Learners; Small Group Instruction; Oral Reading; Grade 2; Elementary School Students; Listening Comprehension; Culturally Relevant Education; Childrens Literature; Discussion (Teaching Technique); Learner Engagement; Cultural Awareness; Refugees; Foreign Countries; United States; Somalia; Nepal + Suchen Sie Ihr Suchwort? Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; School year 02; 2. Schuljahr; Schuljahr 02; Hörverständnis; 'Children''s literature'; Kinderliteratur; Cultural identity; Kulturelle Identität; Flüchtling; Ausland; USA
Abstract	Our qualitative case study aimed to identify how four second-grade emergent bilingual students and their teacher engaged with listening comprehension during interactive read-aloud discussions with more and less culturally relevant books, and how this intersected with the teacher's use of culturally relevant and sustaining pedagogical tenets. Data included cultural relevance ratings for each book discussed, and videos of nine 20-minute lessons (3 per book) and their transcriptions. A combination of a priori and emergent codes were used to code the transcripts. Constant comparative method was used to identify themes and sub-themes. Other data sources were used for triangulation. Major findings were that: (1) teacher and student engagement differed across discussions with more vs. less culturally relevant books; and (2) how the teacher addressed the tenets of culturally relevant and sustaining pedagogy varied by tenet and discussion, but was not related to whether the book being discussed was culturally relevant or not. Implications include that teachers should use both more and less culturally relevant texts for interactive read-alouds, with the teacher attending to tenets of culturally relevant and sustaining pedagogy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01