Emergent Bilinguals\u27 Use of Social, Cultural, and Linguistic Resources in a Kindergarten Writing Workshop

While many research studies have examined the early literacy development and experiences of monolingual children (e.g. Clay 1982, 1991, 2001; Dyson, 1984, 1993, 2003), there are few studies that investigate the early literacy development of young emergent bilingual students (Dworin & Moll, 2006; McCarthey et al., 2004; Moll, Saez, Dworin, 2001). Drawing on sociocultural theory (Rogoff, 1990; Vygotsky, 1978), 1995), critical race theory (Ladson-Billings, 1998; Solorzano & Yosso, 2009; Taylor, 2009; Yosso, Villalpando, Delgado Bernal, & Solórzano, 2001) and ethic of care perspectives (Noddings, 1984), this case study examined emergent bilingual students’ writing development during writing workshop in the context of an “English only” official curriculum. Questions guiding the study were: (1) How do emergent bilingual writers participate in writing events? (2) What social, cultural, and linguistic resources do emergent bilingual writers draw upon when engaged in the composing process? and (3) What impact do these resources have on emergent bilingual writers’ understandings of the writing process? Data sources included teacher, student, and parent interviews; field notes and transcripts of focal students\u27 talk and interactions during the whole class mini-lessons and share sessions, individual writing time, and teacher/student writing conferences, and student writing samples. Constant Comparative approach (Charmaz, 2006; Glaser & Strauss, 1965) was used to analyze the data. Findings from this study indicate that emergent bilingual students draw from rich social, cultural, and linguistic repertoires as they write. Findings also indicate that issues of power and agency play out as student position themselves within the group based on language proficiency. On the basis of this study, teachers can support students as they draw upon their rich resources by supporting talk in multiple languages in the classroom. This study also demonstrates how the politics of language education impact young students as they position themselves in the classroom based on access to linguistic resources. Implications for classroom practice include challenging deficit perspectives that fail to view students’ home language and culture as a resource in learning. Teachers can support students as they draw upon their rich resources by encouraging talk and writing in multiple languages in the classroom. Further questions are reasied about English only policies that deny students opportunities to engage in multilingual practices as they learn to read and write in classroom settings

Benefits of Supplemental Field Experiences: Reviewing Five Years of Program Data

This study includes five years of data from a summer literacy program. The program provides a supplemental field experience for teacher candidates in a College of Education. In that experience, candidates work with children from economically marginalized populations who are performing below grade level in reading. Findings indicate supplemental field experiences are critical in developing efficacy in the candidates and supporting their development as they become professionals with varied literacy teaching strategies. Finally, the findings indicate teacher candidates need supplemental field experiences to understand the demands of the profession and to build teaching stamina

Immigration Picture Books by #ownvoices Authors

Reviews of Latinx immigration picture book

Introduction to Special Themed Issue of GER

This is the introduction to the 2019 themed issue of GER

Searching for Windows and Mirrors: A Critical Content Analysis of Latinx Picture Books Published in 2020

Using critical content analysis (Johnson, Mathis, & Short, 2017) this study examines Latinx children\u27s picture books that were published in 2020 and that included Latinx content according to the Cooperative Children\u27s Book Center. Researchers examined 28 picture books and analyzed the texts and illustrations to document the types of books that were written, the themes in the book, the languages that were used. Findings indicate that most of the books include a diverse range of topics but focus on experiences that are positive and fail to portray complex social issues. Findings also indicate that the English language is privileged in the picture books with half of the books being written only using words in English. Finally, texts included superficial connections to the Latinx culture that are culturally authentic, specifically focusing on including food as a cultural marker

Field Experiences for Pre-Service Teachers Post-COVID-19: Structures Required to Support Mental Health

This study investigates a supplemental field experience taking place on a university campus in summer of 2021. The program includes linguistically, culturally, and socioeconomically marginalized children performing below grade level in reading. Pre-service teachers (PSTs) work with the children for four weeks, focusing on science based literacy instruction. The initial findings of this case study were that lesson planning, teacher dispositions, and willingness to accept feedback are critical for PSTs. Additionally, a major concern in the findings is the increased evidence of mental health concerns for the children and PSTs. The findings indicate a need for focused training on social-emotional learning with special care relating to stressors caused by COVID-19. There must also be additional training for PSTs on explicit and detailed lesson plans, adjusting their own dispositions, and science based literacy instruction taught in literacy blocks

“That’s Where My Anger Is Coming From”: Plática Between Latine Teachers and Pre-Service Teachers in the New Latino South

This study examines a plática held by Latine teachers and pre-service teachers after watching the documentary Precious Knowledge in the U.S. Latino South. The study employed Chicana/Latina feminist theory as well as the use of testimonios as methodology. Results from this study show that Latine teachers were able to share their experiences with racism, discuss issues of white supremacy, and make connections from present to past events. Based on this study, it is recommended that teachers need opportunities to share their testimonios and engage in discussions about topics that impact them as Latine teachers in the U.S. Latino South

A Content Analysis of the Contributions in the Narratives of DACA Youth

This study utilized cultural community wealth (Yosso, 2005) to explore the ways in which Deferred Action for Childhood Arrivals (DACA) youth make use of social media. Through the use of content analysis (Hay, 2005), the authors analyzed social media interviews publicly posted by DACA youth. Findings reveal that DACA youth engage in social media as a form of activism and to mobilize their communities. The findings support and extend our understanding of the ways that DACA youth are an asset to the wider community. Implications for those working with DACA youth are provided