Year: 2011
Type: article
Abstract: This article describes the classroom interactions surrounding teacher read-alouds of nonfiction texts in the classroom of a teacher who strived for cultural relevancy. Participants in this study were one European American teacher and her upper-elementary students who lived in the surrounding working-class neighborhood; all but two students identified as Latino or African American. Data were collected for two consecutive school years using ethnographic and discourse analytic methods. Analyses showed that the teacher took up three social positions (i.e., cultural advocate, facilitator of classroom interactions, and teacher of reading) by animating texts and students.
Source: Journal of Literacy Research
Author: Laura May
Institution: Georgia State University
Language: English
Subfield: Literature and Literary Theory
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2111315969