Curriculum Impact on Culturally and Linguistically Diverse Student Language and Literacy Engagement

Autor/in	Nelson, Jenna
Titel	Curriculum Impact on Culturally and Linguistically Diverse Student Language and Literacy Engagement
Quelle	(2023), (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Literacy Education; Hispanic American Students; English; Language Arts; Student Diversity; English (Second Language); Bilingual Education Programs; Gifted Education; Talent; Educational Experience; Student Experience; Culturally Relevant Education; Females; Inclusion; Teaching Methods; Spanish; Elementary School Students; Middle School Students; Student Attitudes; Urban Schools + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; English language; Englisch; Sprachkultur; English as second language; English; Second Language; Englisch als Zweitsprache; Begabung; Hochbegabung; Bildungserfahrung; Studienerfahrung; Weibliches Geschlecht; Inklusion; Teaching method; Lehrmethode; Unterrichtsmethode; Spanisch; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Schülerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	In the study of focus in this paper, I analyze the curricular experiences of fifth- through eighth-grade culturally and linguistically diverse (CLD) Latina learners in their English Language Arts (ELA) dual language gifted and talented education (GATE) program. This research aims to understand the curricular experiences of CLD students participating in DL GATE coursework to comprehend how to support the ELA academic achievement of CLD students in GATE. In this paper, I discuss student experience with the coursework and contemplate how the inclusion of culturally sustaining practices (CSP) might improve CLD student engagement as well as language and literacy in GATE programming. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01