Students Defining Cultural Relevance: Learning from Text Selection in Bilingual Book Clubs
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| Title: | Students Defining Cultural Relevance: Learning from Text Selection in Bilingual Book Clubs |
|---|---|
| Language: | English |
| Authors: | Laura Beth Kelly (ORCID |
| Source: | Reading Teacher. 2026 79(5). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 4 Intermediate Grades Grade 5 Middle Schools |
| Descriptors: | Culturally Relevant Education, Bilingualism, Books, Clubs, Childrens Literature, Literacy Education, Elementary School Students, Hispanic American Students, Grade 4, Grade 5, Student Reaction, Spanish, English, Picture Books, Reader Text Relationship, Racism, Immigration, Culture |
| DOI: | 10.1002/trtr.70038 |
| ISSN: | 0034-0561 1936-2714 |
| Abstract: | This study explored culturally relevant literacy instruction through bilingual book clubs with Latinx fourth and fifth graders at a dual-language elementary school. Using the framework of culturally relevant pedagogy--academic success, cultural competence, and critical consciousness--we examined students' responses to Spanish-English bilingual picturebooks by Latinx authors. Analysis of book discussions revealed how students connected with texts and how facilitators either supported or missed chances for deeper engagement. Cultural relevance goes beyond matching books to cultural labels and should instead reflect students' experiences. Some texts sparked personal and critical conversations on racism, immigration, and language, while others fell flat, highlighting the complexity of Latinidad. This study emphasizes the role of student voice in cultural relevance and calls for a more nuanced view of culture in literacy instruction. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1497504 |
| Database: | ERIC |
| Abstract: | This study explored culturally relevant literacy instruction through bilingual book clubs with Latinx fourth and fifth graders at a dual-language elementary school. Using the framework of culturally relevant pedagogy--academic success, cultural competence, and critical consciousness--we examined students' responses to Spanish-English bilingual picturebooks by Latinx authors. Analysis of book discussions revealed how students connected with texts and how facilitators either supported or missed chances for deeper engagement. Cultural relevance goes beyond matching books to cultural labels and should instead reflect students' experiences. Some texts sparked personal and critical conversations on racism, immigration, and language, while others fell flat, highlighting the complexity of Latinidad. This study emphasizes the role of student voice in cultural relevance and calls for a more nuanced view of culture in literacy instruction. |
|---|---|
| ISSN: | 0034-0561 1936-2714 |
| DOI: | 10.1002/trtr.70038 |
