Document Type

Article

Publication Date

5-12-2014

Publication Title

Action in Teacher Education

Volume

36

Issue

2

Abstract

In this paper, I describe how culturally relevant children’s literature allowed teachers and teacher candidates to explore the lived realities of diverse students. Through my qualitative investigation of 23 literature discussions of undergraduate and graduate students across five academic semesters, I found that texts written by culturally and linguistically diverse authors gave participants new ways to articulate ideas and beliefs about English learners. I discovered specific factors that opened or closed opportunities for dialog and learning in literature circles, including implementation of reader response strategies and various participant groupings. Results hold implications for preparing and supporting teachers to recognize and value the rich diversity of English learners in classrooms.

Comments

Author Posting.© Association of Teacher Educators, 2014. This is the author's version of the work. It is posted here by permission of Taylor & Francis for personal use, not for redistribution. The definitive version was published in Action in Teacher Education, Volume 36, Issue 2, May 2014, http://dx.doi.org/10.1080/01626620.2014.898600

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

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