Date of Award

2018

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Child Development

Abstract

This classroom-based case study examines how Spanish-English emergent bilingual children in a second grade one-way immersion classroom draw on prior knowledge and experiences and use comprehension strategies to discuss and comprehend three texts with different levels of cultural relevance. Through an examination of the rich range of cognitive, cultural-experiential, and linguistic resources evident in children's discussion responses, a detailed sketch of key features of high-level discussion emerges. Findings build a case for the intentional use of culturally relevant texts as part of the literacy curriculum. Teacher pedagogy and classroom conditions also emerge as fundamental components for the achievement of high-level book discussions with Spanish-English emergent bilingual children.

Creative Commons License

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

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