Action in Teacher Education
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.
Heineke, Amy J.. Dialoging About English Learners: Preparing Teachers Through Culturally Relevant Literature Circles.. Action in Teacher Education, 36, 2: , 2014. Retrieved from Loyola eCommons, Education: School of Education Faculty Publications and Other Works, http://dx.doi.org/10.1080/01626620.2014.898600
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
© Association of Teacher Educators, 2014.