Culturally Relevant Interactive Read-Alouds: Examining Pedagogical Practices in a Latinx Space

• In Event: Pedagogical and Methodological Approaches to Facilitating Critical Conversations With Elementary-Aged Children in Literacy-Rich Contexts

Abstract

The aim of the study was to document the pedagogical approaches a second-grade Latino bilingual (one-way dual language program) teacher utilized interactive read alouds (Sipe, 2008) of culturally relevant (Bishop, 1990) immigration picture books with his Latinx students. All too often Latina/o bilingual teachers can demonstrate unique and valuable instruction and pedagogical strategies that would benefit all teachers who are provided the opportunity to work with bilingual students (Salinas, Fránquiz, & Guberman, 2006). In addition, Latina/o bilingual teachers share cultural knowledge and experiences that influence how they teach students of color (Darder, 1995; Nieto, 1998). Understanding in greater depth the pedagogical decisions and practices of teachers of color remains an important area for scholarly work (Ball, Skerrett, & Martinez, 2011; Rodriguez, 2011).

The theoretical framework of Latino Critical Race Theory (LatCrit) and the continua of biliteracy (Hornberger & Skilton-Sylvester, 2003) inform the research project. LatCrit addresses issues of subordination based on immigration status, language, ethnicity, culture, phenotype, identity, and sexuality (Hernandez-Truyol, 1997; Johnson, 1997; Montoya, 1994; Solorzano & Bernal, 2001). The continua of biliteracy provides ways of tracing the developing biliteracy and bilingualism as children interact with texts in two languages.
Qualitative case study was the selected methodology for this study to provide an in-depth description and analysis of a bounded system (Yin, 2009) within a bilingual classroom. Through purposeful sampling (Merriam, 2009), Mr. Ruiz (pseudonym) was selected due to his unique approach to literacy instruction of interactive read alouds. Semi-structured interviews with the teacher, video-recordings, and audio-recordings were used to document the interactions that took place during the literacy events.

Data sources included ethnographic fieldnotes (Marshall & Rossman, 2006), artifacts written by the students (LeCompte & Preissle, 1993), transcripts of audio-recordings, video-recordings (Angrosino & Rosenberg, 2011), and semi-structured interviews (Merriam, 2009) with the teacher. The data was coded by identifying emerging patterns and themes (Miles, Huberman, & Saldana, 2013) related to immigration. Triangulation of the data collected was done to establish trustworthiness (Mathison, 1988).

As the teacher implemented a variety of pedagogical practices to facilitate the interactive read aloud discussions of immigration with his second grade Latinx bilingual students, three themes developed. The first theme, Embracing Multiple Linguistic Repertoires, explores how students’ bilingualism was validated and affirmed through the use and encouragement of their linguistic repertoires. The second theme, Equitable Flows of Knowledge, analyzes how the teacher incorporated students’ and their families’ lived immigration experiences through inquiry assignments in which students were expected to ask and document their parents’ immigration experience throughout the immigration project. The third theme, Instilling Confianza: Student Agency in Meaning Making, examines the ways in which students felt comfortable in expressing their uncertainties with Mr. Ruiz, the teacher, and how he facilitated meaning making. The study documents the ways in which teachers can use interactive read alouds to draw on students’ linguistic resources, parents’ knowledge, and encourage students to voice their concerns.

Author

• María G. Leija, University of Texas at San Antonio