ERIC Number: EJ1399365
Record Type: Journal
Publication Date: 2023
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0425-0494
EISSN: EISSN-1754-8845
Learning to Be Culturally Responsive: Understanding How Literacy Projects Provide Space to Share Past Experiences
English in Education, v57 n3 p237-249 2023
This practitioner inquiry study investigates learning from the stories of emergent bilingual students as they complete project based learning units. This method of instruction created the space to have one-on-one conversations, listen in culturally responsive ways, and develop asset-based literacy curriculum. I argue that relationships formed through project conversations with diverse students allow classrooms to become spaces where students can share family stories, life experiences, and funds of knowledge. The focal student, Audrey, created the migration story featured in this article. She told the story of her mother's journey to the United States. Recommendations based on Audrey's project include implementing literacy projects focused on students' families and communities and recognising how immigration continuously shapes lives. This study also advocates for a culturally responsive, authentic, and asset-based response to the texts students produce to inform the design of literacy curriculum.
Descriptors: Bilingualism, Student Attitudes, Literacy Education, Curriculum Development, Culturally Relevant Education, Cultural Background, Student Projects, Classroom Communication, English (Second Language), Second Language Learning, Second Language Instruction, Immigration, Authentic Learning, Active Learning, Grade 9, Language Arts, English Curriculum, Mexican Americans, Hispanic American Students, High School Students, English Teachers, Parent Child Relationship
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9; High Schools; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A