Open Access. Powered by Scholars. Published by Universities.®

Language and Literacy Education Commons

Open Access. Powered by Scholars. Published by Universities.®

Articles 1 - 5 of 5

Full-Text Articles in Language and Literacy Education

Application Of Multicultural Literature In The Early Childhood Classroom, Deborah Wheeler, Jennifer Hill Dec 2023

Application Of Multicultural Literature In The Early Childhood Classroom, Deborah Wheeler, Jennifer Hill

Journal of English Learner Education

Culture equates to identity; therefore, the implementation of multicultural literature in the early childhood curriculum is an essential method for securing children’s concept of self and cultural identity. This qualitative study explored the implementation of multicultural literature in early childhood classrooms, and the research included questions pertaining to multicultural literature training, instructional methods, and barriers encountered. The purpose of the study was to answer questions regarding teachers use of multicultural literature in the classroom, how often teachers read multicultural literature and how teachers integrated multicultural literature into instruction. An additional question inquired about what multicultural books titles were teachers reading …


Great Lakes Great Books Go Graphic, Lynette Marten Suckow May 2022

Great Lakes Great Books Go Graphic, Lynette Marten Suckow

Michigan Reading Journal

Reviews of grade level graphic novels and illustrated books that rely on the use of picture and text together for effective storytelling.


Books That Tell My Story: Transforming The Attitudes Of Australian Preservice Teachers Towards Children’S Diverse And Multicultural Literature., Kym M. Simoncini, Hilary Smith, Lara Cain-Gray, Darlene Sebalj Jan 2022

Books That Tell My Story: Transforming The Attitudes Of Australian Preservice Teachers Towards Children’S Diverse And Multicultural Literature., Kym M. Simoncini, Hilary Smith, Lara Cain-Gray, Darlene Sebalj

Australian Journal of Teacher Education

Children’s literature is ubiquitous in Australian classrooms with picture books playing a particularly important role in early childhood classrooms. Teachers use children’s literature to teach early literacy concepts including vocabulary and to help children learn about the world and their identity. Historically, the majority of children’s literature has featured White characters and perspectives, excluding many children from seeing themselves and their lives reflected in books. The aim of this study was to explore how an assessment task that asked preservice teachers (PSTs) to select an underrepresented aspect of children’s literature, locate books on that topic, and reflect upon their own …


Uncommon And Non-Traditional Urban Relationship Strategies: From Relationship Loss To Relationship Recovery, Lasonya L. Moore May 2021

Uncommon And Non-Traditional Urban Relationship Strategies: From Relationship Loss To Relationship Recovery, Lasonya L. Moore

Journal of English Learner Education

With increasing student diversity across our nation, there is a growing need to scale up educational innovations related to building holistic relationships. Many students in K-12 public schools enter educational settings with uncommon and nontraditional ways of building and developing longitudinal relationships that allow students to thrive and not just survive. Specifically, teachers/educators feel ill-equipped and ill-trained to adequately support the increasing number of English learners(ELs) and Exceptional education students (specifically Students of Color (SOC) with emotional and behavioral disorders) identified in inclusive classrooms. Thus, there remains an urgent need to share uncommon and non-traditional strategies to develop and build …


New Approaches To Literacy Problems: Multiliteracies And Inclusive Pedagogies, Rachel J. Drewry, Wendy M. Cumming-Potvin, Dorit Maor Jan 2019

New Approaches To Literacy Problems: Multiliteracies And Inclusive Pedagogies, Rachel J. Drewry, Wendy M. Cumming-Potvin, Dorit Maor

Australian Journal of Teacher Education

This paper is based on a qualitative study examining multiliteracies (New London Group, 1996, 2000) and inclusivity. Underpinned by a socio-cultural approach, the study examined ways to facilitate meaningful literacy learning for students experiencing challenges in print-based, classroom activities. Key to this research was an analysis of how scaffolding was used to bridge home and school communities. This paper focuses on one of the study’s students, Hannah, who exhibited extensive engagement with multiliteracies at home - driven through the Arts (e.g. graphic design, singing and music). In contrast, Hannah’s literacy experiences in the classroom were, at times, challenging and …