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ndltd-OhioLink-oai-etd.ohiolink.edu-osu12512229772021-08-03T05:57:06Z Cultural voices: where are they in classroom literacy practices? Samuels, Verdie D. <p>Language and literacy experiences in the classroom setting may differ dramatically from the shared learning environment of the home. In the school setting, the teacher may not understand the child's distinctive ways of knowing or speaking. Hence, when students come to school, they are confronted with a secondary discourse community that often differs significantly from the primary discourse that is used in their homes. Therefore, to address and understand this issue, the questions for this research study are:</p><p>1. How are students' and parents' cultural voices manifested in the school's literacy experience as viewed by the teacher and researcher?</p><p>2. How is the bridge that allows students' and parents' cultural voices to come into the school's literacy experiences co-constructed?</p><p>3. What are parents' and students' perceptions of their cultural voices in classroom literacy practices?</p><p>This study was founded on a theoretical framework that emphasizes the social and cultural contexts of literacy development; hence, a sociocultural perspective of literacy learning. The methods used by the researcher included: classroom observations, field notes, audio recordings, teacher interviews, parent interviews, student interviews and documentations of student class work and teacher home communications.</p><p>The findings revealed that the teacher in this study used six culturally responsive teaching strategies: providing choices in terms of participation structures, learning space, and materials; bidding for student voices; embracing constructivist literacy teaching and learning; promoting critical thinking during literacy discussions; providing authentic, multicultural literature; and bridging home and school via classroom activities and written communications.</p><p>The six parents in this study possessed confidence and trust that the school met their children's literacy needs. Additionally, the parents saw the school as a resource and support system. The student interviews revealed that both continuity and discontinuity existed between home and school literacy practices. Some of the students described reading and writing at home as an extension of classroom activities. Other students described reading and writing as a seamless process between home and school. Implications for the classroom teacher, curriculum planners and teacher education programs, along with directions for further research are offered.</p> 1999 English text The Ohio State University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=osu1251222977 http://rave.ohiolink.edu/etdc/view?acc_num=osu1251222977 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws.
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NDLTD
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| language |
English
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NDLTD
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| author |
Samuels, Verdie D.
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| spellingShingle |
Samuels, Verdie D.
Cultural voices: where are they in classroom literacy practices?
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| author_facet |
Samuels, Verdie D.
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| author_sort |
Samuels, Verdie D.
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| title |
Cultural voices: where are they in classroom literacy practices?
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| title_short |
Cultural voices: where are they in classroom literacy practices?
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| title_full |
Cultural voices: where are they in classroom literacy practices?
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| title_fullStr |
Cultural voices: where are they in classroom literacy practices?
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| title_full_unstemmed |
Cultural voices: where are they in classroom literacy practices?
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| title_sort |
cultural voices: where are they in classroom literacy practices?
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| publisher |
The Ohio State University / OhioLINK
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| publishDate |
1999
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| url |
http://rave.ohiolink.edu/etdc/view?acc_num=osu1251222977
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AT samuelsverdied culturalvoiceswherearetheyinclassroomliteracypractices
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