(Re)Contextualizing Literature Discussions in a Bilingual Elementary Classroom Through Culturally Relevant Mentor and Enabling Texts

• In Event: Sheraton Roundtable Session 22
  In Roundtable Session: Pushing Boundaries in Bilingual Elementary Education

Abstract

Due to a dearth in the research regarding engagement in literature discussions in bilingual primary grades, the purpose of the study is to contribute crucial insight into how bilingual children engage and construct meaning using their linguistic repertoires for critical thinking within literature discussions. Our study investigated the assertion that the use of culturally relevant texts used as mentor text and enabling text would make a difference in providing rich learning opportunities for bilingual students to engage in critical discussions. The study was guided by the research question: How do 2nd grade bilingual children use language to make sense of culturally relevant mentor and enabling texts through literature discussions?

Author

• Brenda Ayala Lewis, University of Texas - Austin