Dialoging about English learners: Preparing teachers through culturally relevant literature circles
Abstract
The author describes how culturally relevant children’s literature allowed teachers and teacher candidates to explore the lived realities of diverse students. Through the author’s qualitative investigation of 23 literature discussions of undergraduate and graduate students across five academic semesters, the author found that texts written by culturally and linguistically diverse authors gave participants new ways to articulate ideas and beliefs about English learners. The author 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.
Reference
Heineke, A. J. (2014). Dialoging about English learners: Preparing teachers through culturally relevant literature circles. Action in Teacher Education, 36(2), 117-140. http://dx.doi.org/10.1080/01626620.2014.898600
Journal
Action in Teacher Education
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
- Bilingual Endorsement
- ESL Endorsement
Programatic Focus
- Critical Literacy (transforming practices)
- ELLs
Research Location Context
Preservice Participants
- Masters
- Undergraduates (university based program)
Preservice Sample Size
66
Other Participant Data
Duration of Data Collection
Data Sources
- Analytical notes
- Audio recordings
- literature circle discussions
- Reading Responses
- student reflections
- Transcriptions
Data Analysis Tools
- Discourse analysis (conversational analysis)
- iterative analysis
- Little's (2002) conceptual framework
Researcher Positionality
- inside (staying their own students)
Research Questions
"(1) How does participation in culturally relevant literature circles support teachers’ and teacher candidates’ dialog about ELs? " (p. 121)
Is this research question explicit from the manuscript? Yes
"(2) What factors open or close opportuni- ties for learning in culturally relevant literature circles with teachers and teacher candidates? " (p. 121)
Is this research question explicit from the manuscript? Yes