Mentor Texts for Contextualizing Figured Worlds: Negotiating Meaning Through Literary Studies of Biographical Narrative Texts

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

Abstract

This study examines how a third-grade bilingual teacher utilized mentor texts in a one-way dual language classroom to promote literacy engagement during a three-month, literary instructional unit on biographies. Hence, understanding ways that minority-, vernacular-, and contextualized- based texts are utilized as literary content can provide insights on how pedagogical practices can afford emergent bilingual learners (EBLs) numerous opportunities to engage in multiple figured worlds of literary study. Through culturally relevant and responsive literary studies, EBLs can be positioned as intellectuals, afforded validating and safe spaces that facilitate the cultivation of their ‘hidden funds of knowledge’ (Fránquiz, 2012, 2013; López, et al., 2015). Especially, through the careful selection of mentor texts that encourage situating and contextualizing linguistic and experiential knowledge in the writing of other authors (Mendez-Newman, 2012).

Two theoretical frameworks inform this qualitative case study: (1) Hornberger’s (2003) continua of biliteracy calls attention to how learning opportunities can be amplified when teachers and students draw from multiple points on the continua model of biliteracy; and (2) Holland et al.’s (1998) identity formation theory calls attention to how identity and agency are formed in socially and culturally constructed worlds.
A qualitative case study approach (Thomas, 2011 p.94) was employed to examine how Ms. Najarro (pseudonym) utilized mentor texts pedagogically to facilitate meaning making during the literary study. A “constant comparative method” (Glaser & Strauss, 1967) for data analysis was used to make sense of the data through repeated observation, coding, drawing patterns, theme identification, and drawing conclusions (Merriam, 2009).

Data analysis included video and audio recordings, field notes, semi-structured interviews, teacher accounts/lesson debriefings, and student/parent/teacher artifacts for “gaining analytical insights” (Thomas, 2011, p.23). Coding occurred during and after the collection of data (Miles & Huberman, 1994, p.56), and by reading all data collected line by line in an in-depth manner (Emerson et al., 1995).

The analysis of the data revealed three themes related to how the teacher intentionally employed mentor texts to open spaces for EBLs to examine, negotiate, and author reader/writer identities by emphasizing contextualized parts and wholes of texts. First, the Negotiating Authorial Stance via Experiential Knowledge theme, explored how mentor text content that is affirming and validating of minority experiences can open spaces for EBLs to collectively interrogate literary texts using experiential knowledge as a resource for contextualization during literature discussions and responses. Second, the Leveraging Linguistic Resources to Interrogate Literary Disconnections theme, examined how mentor text content that embraces flexibility in language use can open spaces for EBLs to leverage their expansive linguistic repertoires and author selves as linguistically/communicatively competent in expressing new understandings through writing. Finally, the Empowering Cultural Knowledge for Brokering Meaning theme, analyzed how mentor text content that is affirming of cultural knowledge and socio-cultural issues relevant to communities of color can open spaces for students to author selves as culturally competent when Latino EBL cultural knowledge is legitimized as a valid contextualization resource in the interrogation of varied experiences and perspectives related to social issues.

Author

• Brenda Ayala Lewis, University of Texas - Austin