Bibliographic Details
| Title: |
Facilitating culturally sustaining, functional literacy practices in a middle school ESOL reading program: a design-based research study. |
| Authors: |
Cavallaro, Christina J.1, Sembiante, Sabrina F.1 |
| Source: |
Language & Education: An International Journal. Mar2021, Vol. 35 Issue 2, p160-179. 20p. |
| Subject Terms: |
*Intensive reading, *Bilingual students, *Middle school students, *Middle school education, *Language & education, *Student engagement, Functional linguistics |
| Abstract: |
This paper explores how Culturally Sustaining Systemic Functional Linguistics (CSSFL), a theoretical and pedagogical approach, facilitates emergent bilingual (EB) students' engagement in explicit, equitable literacy practices within the unique context of a middle school intensive reading classroom. This design-based research (DBR) study documents the literacy practices and routines of EBs in a culturally and linguistically diverse intensive reading classroom, what CSSFL-informed lessons comprise when created in response to students' cultural and linguistic affordances, and how students' genre-based language knowledge was supported in these lessons. Culturally Sustaining Pedagogy and Systemic Functional Linguistics informed analysis of data collected from observations, student samples, researcher reflections, and video/audio-recordings. Findings indicate that while there were missed opportunities for culturally sustaining practices and explicit language instruction in the reading classroom, designing and implementing a CSSFL-informed and curriculum-aligned lessons facilitated students' enthusiasm and active participation, community building and shared experiences, and use of translanguaging and multimodal practices to heighten metalinguistic awareness. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
