TABLE 1 - uploaded by Juan Araujo
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This article presents two case studies that document the decisions of two secondary English language arts teachers in ninth and eleventh grade classrooms who are working with English learners. These teachers were interviewed and observed in their classrooms during the spring semester to investigate their decision-making during literacy instruction....
Context in source publication
Context 1
... theoretical underpinnings were based on a socio-literate approach, which supports students to "constantly be involved in research and into strategies that employ in completing literacy tasks in specific situations" (Johns, 1997, p. 15). Table 1 displays CMWI's principles and practices, which were explored in earlier publications (Patterson, Wickstrom, Roberts, Araujo, & Hoki, 2010;Wickstrom, Araujo, & Patterson, 2011). ...
Citations
... This coincides with Brooks's (2006) case studies of reader response with African American youths as she states that engagement increases as students are able to identify more closely with the story. Some research suggests that English learners are more likely to develop reading skills when they can relate to the characters in the text (Araujo, 2013;Ebe, 2012;Giouroukakis & Honigsfeld, 2010), having more affordances (Van Lier, 2000) to make meaning from the words on the page. ...
Full text here: http://www.tandfonline.com/eprint/jyH4uumvtdCU4zGMQGTz/full
Research acknowledges the value of youths reading books that represent their lives and cultures, yet there is a growing need to better understand how youths of understudied groups respond to multicultural stories. This single-case study of a multilingual refugee adolescent from Burma (Myanmar) investigates how she draws from her lived experiences in responding to literature. Using the culturally situated reader response model (Brooks & Browne, 2012) to understand the participant’s response to literature allows us to see how her transaction with the texts was mediated by various aspects of her lived experiences as a refugee and adolescent girl. The participant’s powerful response is indicative of not just the need for relevant literature but also authentic ways to respond with a caring adult. Findings suggest that far more important than new programs or strategies, multilingual youths need access to relevant literature and authentic meaning-making for educators to most effectively nurture their literacy, language, and identity development.
... Effective instructional actions take place when teachers consider student needs, personal and professional experiences, local and national curricular mandates, professional development experiences, pedagogical stance, and when they see students for who they are (Araujo, 2013;Patterson et al., 2010). Sometimes these instructional decisions are made while teachers are in the act of teaching. ...
... The purpose was to determine what decisions and actions these teachers took to make learning meaningful for their students. Prior inductive analysis (Araujo, 2013) on two instructional units for these same two teachers informed the analysis of this inquiry. For Carmen (pseudonym) the units were, The Catcher in the Rye (Salinger, 1951) and The Hunger Games (Collins, 2008). ...
... 1996). The analysis yielded the following (Araujo, 2013): ...
This paper presents the actions of two high school English language arts teachers as they engage in writing instruction with adolescent English learners. Using a naturalistic, qualitative methodology we investigate the actions two high school English language arts teachers engage in to meet the needs of their students. Findings suggest that embracing the students’ resources, building on linguistic knowledge, taking time to choose the right books and activities, being explicit about writer’s workshop and accepting its frenetic pace because it meets the students’ needs, and using the act of writing as a thinking activity, were the actions that made a difference to promote student success.
... The goal of the innovation was to increase student learning and engagement through using culturally relevant literature to learn social studies and language concepts. Literature and instructional methods were chosen based on past research with adolescent English learners using culturally relevant literature (e.g., Araujo, 2013;Ebe, 2012;Giouroukakis & Honigsfeld, 2010). My field notes and students' writing were continually analyzed to inform the next instructional decision. ...
Although, traditionally, the purpose of the social studies class in secondary schools is to teach content knowledge, this article argues that historical learning can be a powerful vehicle for English language development for late-arrival English learners (ELs) in middle and high schools. ELs bring a wealth of life experiences, diverse perspectives, and global travel into the classroom that can nurture a dynamic learning environment when English as a second language (ESL) and social studies instruction are juxtaposed as content and language are taught simultaneously. This article details the learning results of a thematic unit on World War II for late-arrival refugee ELs in one high school using a formative design approach. Using the award-winning historical fiction novel Sylvia and Aki (Conkling, 2011) as well as other supporting texts, the teacher leveraged students' experiences to help them gain historical knowledge, literacy skills, and universal perspectives, all while acquiring English. Findings suggest that the social studies provide a rich space to naturally acquire a second language while simultaneously gaining a variety of content area knowledge. Specifically, World War II may provide ESL teachers with a wealth of literary resources to engage ELs in deep language and content learning.
This multiple case study is part of a larger investigation of literacy practices in “Our Home,” an after-school program that provides learning support to children from refugee backgrounds. I asked, “What happens when translingual children from refugee backgrounds respond to multicultural, transnational, and translingual picturebooks?” Informed by critical literacy theories, I illuminate the experiences and perspectives of four children as they interacted with and engaged in dialogic reading of picturebooks; these critical literacy practices, along with observational data, are reported in profiles. Findings from this study reveal the ways in which children from refugee backgrounds found problematic aspects of assumptions in stories, reflected on different and contradictory perspectives, articulated the power relationships between characters, and offered alternative thoughts centered on social justice. This research expands the field’s knowledge of what doing critical literacy work with young translingual students in an after-school program looks, feels, and sounds like.
Adolescent English Learners (ELs) possess cultural knowledge and skills that can be leveraged for academic success through relevant classroom literature. Using literature that connects to ELs’ personal lives can benefit their literacy learning as well as the educational experience for native English speakers. Specific age-appropriate and culturally relevant literature is suggested for the specific needs of secondary ELs at varying language levels in the language arts and history classrooms. The authors also share reader response activities that address all four language domains (listening, speaking, reading, and writing) that can be used with specific books.
Key Words: English Learners, English Language Learners, Literature, Culturally Relevant Pedagogy, Language Arts
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