Critical Thinking and Para-Phrasing as Strategies for Bridging Literacy, Language, Cultural Knowledge, and Parental Involvement

• In Event: Poster Session 14
  In Poster Session: Poster Session on the Social Context of Research on Schools and Communities

Abstract

This qualitative study sought to document how a third grade bilingual teacher in a transitional bilingual classroom used Spanish and English read alouds as a bridge to connect the curriculum and parents. During the transition, the teacher guided the students to think critically about the literature. The teacher incorporated parental involvement by creating writing opportunities in which the students used “para-phrasing” (Orellana, Reynolds, Dorner, & Meza, 2003) to learn from their parents. In addition, the teacher involved the family in a learning celebration and a culminating activity.

Author

• Maria Leija, The University of Texas - Austin