Boundary Brokers, Knowledge Producers, and Storytellers: Teacher-Mediated Comprehension With Emergent Bilinguals With Disabilities

• In Event: Friday Roundtable Session 4:55 pm
  In Roundtable Session: Literacy Instruction Innovation in Special Education (Table 21)

Abstract

Increased research on mediated learning to teach reading comprehension is needed for literacy interventions for upper elementary Mexican American students with distinct learning abilities and language proficiency levels as Emergent Bilinguals with disabilities, who constitute nine percent of US K-12 students. Researcher conducted a qualitative, classroom-based study and investigated how a veteran special educator mediated learning for comprehension in small group. Analysis of classroom interactions focused on group members' elaborative, corrective talk and text referential and expansive dialogue. Researcher found the teacher mediated learning by positioning herself as cultural boundary brokers, and students as knowledge producers based on perception of language profiles. Students self- positioned as Storytellers, Peer-editors, and Time and Space holders when challenging other’s responses and demonstrated their knowledge.

Authors

• Sarah M. Salinas, Minnesota State University - Mankato

• Alfredo J. Artiles, Stanford University