Collaborative Spaces: Fostering Literacy Motivation and Engagement in an Urban Middle School Language Arts Classroom

• In Event: Poster Session 10
  In Poster Session: Urban Learning, Teaching, and Research: Poster 2

Abstract

Although adolescent achievement and motivation tend to decrease as students transition from elementary to middle school, several scholars have documented that culturally responsive literacy practices support academic engagement for urban adolescent students. This complex interaction between readers, text, and classroom context related to reading motivation and engagement, merited further examination. This study examined how a teacher's approach to culturally responsive literacy influenced Latino adolescent students’ reading motivation and engagement. The findings indicated that collaborative ethos allowed the students to establish strong relationships with their peers and the teacher. This rapport fostered openness and trust within the community. When students felt comfortable, validated, and empowered, they took risks and engaged in academic tasks.

Author

• Javier Enrique Hernandez, University of California - Irvine