Third-Grade Students' Written Responses to Multicultural Children's Literature During Post-Reading Activities

• In Event: Reading Multiculturalism: Examining Literacy for Multicultural Students

Abstract

Using Critical Race Theory, this qualitative study examines the third-grade Korean American students’ written responses after learning about stories from multicultural children’s literature in a Korean heritage language school in the U.S. The class participate in post-reading activities that involved writing (e.g., keeping a diary as if they were the protagonist in the story) after reading and discussing eight different multicultural books. The findings present how the students express their thoughts and viewpoints in written forms toward diverse topics or issues that are depicted in the books. The findings provide implications for educators of culturally and linguistically diverse students that using multicultural children’s picturebooks can be a powerful pedagogical tool for students when implementing them with relevant in-class writing activities.

Author

• Chaehyun Lee, Southeastern Oklahoma State University
  Presenting Author