Connecting Kids to Texts: Connections, Positioning, and Participation in an ESL Book Group with Refugee and Immigrant Youth
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| Language: | English |
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The Ohio State University / OhioLINK
2020
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| Online Access: | http://rave.ohiolink.edu/etdc/view?acc_num=osu159533670252271 |
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ndltd-OhioLink-oai-etd.ohiolink.edu-osu1595336702522712021-09-16T05:10:20Z Connecting Kids to Texts: Connections, Positioning, and Participation in an ESL Book Group with Refugee and Immigrant Youth Ridley, Jackie Reading Instruction Literacy English As A Second Language Early Childhood Education Elementary Education Text connections early literacy ESL English as a Second Language mirror texts making connections to texts This qualitative research study examined the connections made by refugee and immigrant youth to a teacher proposed mirror text at an elementary ESL book group. Mirror texts, or books in which youth with marginalized identities can see themselves reflected, have been argued to promote text connections and reading comprehension for minoritized youth. Drawing on this commonly held assumption, the purpose of this study was to explore the content of the connections students made to a mirror text and the language students used to make these connections. To collect qualitative data over the course of the six-month book group, I used ethnographic methods including participant observation recorded in fieldnotes, video and audio recording of classroom discourse, and informal interviews with participants. Using discourse analytic methods, I analyzed the content of two focal students’ connections and the language they used to make these connections through talk and interaction during book group meetings. In my analyses, I also examined how the teacher shaped the connections students made through the various practices she employed to elicit and respond to student talk during book group meetings. Findings indicate the connections focal students made to the mirror text were co-constructed in the moment-to-moment talk and unfolding interaction with their teacher and peers during book group meetings. Findings also illustrate how focal students used particular linguistic and discursive strategies to make connections to the mirror text that contributed to the co-construction of observable interactional patterns. Furthermore, findings suggest that how the teacher responded to students’ connections also shaped students’ participation in connection making events, including how they explained, elaborated, or defended their proposed text connections. In taking an interactional perspective to researching connection making, this study contributes to the small but growing body of work that looks at making connections and making meaning with mirror texts as socially and contextually situated in interaction. Additionally, findings from this study provide a portrait of the complex ways connection making played out in situ, and advocate for a more nuanced perspective in research and practice regarding the use of mirror texts in linguistically and culturally complex classrooms. 2020 English text The Ohio State University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=osu159533670252271 http://rave.ohiolink.edu/etdc/view?acc_num=osu159533670252271 restricted--full text unavailable until 2024-08-02 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. |
| collection |
NDLTD |
| language |
English |
| sources |
NDLTD |
| topic |
Reading Instruction Literacy English As A Second Language Early Childhood Education Elementary Education Text connections early literacy ESL English as a Second Language mirror texts making connections to texts |
| spellingShingle |
Reading Instruction Literacy English As A Second Language Early Childhood Education Elementary Education Text connections early literacy ESL English as a Second Language mirror texts making connections to texts Ridley, Jackie Connecting Kids to Texts: Connections, Positioning, and Participation in an ESL Book Group with Refugee and Immigrant Youth |
| author |
Ridley, Jackie |
| author_facet |
Ridley, Jackie |
| author_sort |
Ridley, Jackie |
| title |
Connecting Kids to Texts: Connections, Positioning, and Participation in an ESL Book Group with Refugee and Immigrant Youth |
| title_short |
Connecting Kids to Texts: Connections, Positioning, and Participation in an ESL Book Group with Refugee and Immigrant Youth |
| title_full |
Connecting Kids to Texts: Connections, Positioning, and Participation in an ESL Book Group with Refugee and Immigrant Youth |
| title_fullStr |
Connecting Kids to Texts: Connections, Positioning, and Participation in an ESL Book Group with Refugee and Immigrant Youth |
| title_full_unstemmed |
Connecting Kids to Texts: Connections, Positioning, and Participation in an ESL Book Group with Refugee and Immigrant Youth |
| title_sort |
connecting kids to texts: connections, positioning, and participation in an esl book group with refugee and immigrant youth |
| publisher |
The Ohio State University / OhioLINK |
| publishDate |
2020 |
| url |
http://rave.ohiolink.edu/etdc/view?acc_num=osu159533670252271 |
| work_keys_str_mv |
AT ridleyjackie connectingkidstotextsconnectionspositioningandparticipationinaneslbookgroupwithrefugeeandimmigrantyouth |
| _version_ |
1719481251990077440 |