Literaturnachweis - Detailanzeige
Autor/inn/en | Babino, Alexandra; Araujano, Juan J.; Maxwell, Marie L. |
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Titel | Critical, Compelling, and Linguistically Scaffolded Literature: Implementing Text Sets Multilingually for Social Justice |
Quelle | In: Texas Journal of Literacy Education, 7 (2019) 1, S.44-64 (21 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2374-7404 |
Schlagwörter | Scaffolding (Teaching Technique); Social Justice; Children; Childrens Literature; Adolescents; Adolescent Literature; Literacy; Multicultural Education; Multilingualism; Bilingual Students; Inservice Teacher Education; Middle School Students; Middle School Teachers; High School Students; High School Teachers; Literacy Education; Minority Group Students; Bilingualism; Texas Soziale Gerechtigkeit; Child; Kind; Kinder; 'Children''s literature'; Kinderliteratur; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Adolescents; Literature; literatur; Alphabetisierung; Schreib- und Lesefähigkeit; Multikulturelle Erziehung; Mehrsprachigkeit; Multilingualismus; Lehrerfortbildung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; High school; High schools; Oberschule; Studentin; Bilingualismus |
Abstract | In most cases, the curriculum chosen for wide-use does not mirror or address the pressing needs of bi/multilingual learners, especially for those who are in middle and high school settings. In light of this and the increasingly negative national discourse surrounding minoritized students, our focus in this article is to offer in-service teachers a heuristic for compiling a multi-genre, multilingual text set to support bi/multilingual students' positive identities and literacies practices. This text set is designed with the themes of identity and social justice in order to reflect the students' struggle to fully participate in the American Dream. It also describes how teachers can purposely plan for linguistic support in students' additional languages, language varieties, and English. Taken together, we believe that deeply exploring these compelling books from a critical perspective with linguistic scaffolds will allow teachers to foster robust multilingual literacy skills to address social justice in the classroom and beyond. (As Provided). |
Anmerkungen | Texas Journal of Literacy Education. Texas Woman's University Department of Reading, MCL 9th Floor, PO Box 425769, Denton, TX 76204. Web site: http://www.talejournal.com/index.php/TJLE |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |