Document Type
Article
Publication Date
2011
Abstract
This article describes the classroom interactions surrounding teacher read-alouds of nonfiction texts in the classroom of a teacher who strived for cultural relevancy. Participants in this study were one European American teacher and her upper- elementary students who lived in the surrounding working-class neighborhood; all but two students identified as Latino or African American. Data were collected for two consecutive school years using ethnographic and discourse analytic methods. Analyses showed that the teacher took up three social positions (i.e., cultural advocate, facilitator of classroom interactions, and teacher of reading) by animating texts and students.
Recommended Citation
May, L. A. (2011). Animating talk and texts: Culturally relevant teacher read-alouds of informational texts. Journal of Literacy Research, 43(1), 3-38. doi: 10.1177/1086296X10397869
Included in
Anthropological Linguistics and Sociolinguistics Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons
Comments
This article was originally published in the Journal of Literacy Research. Copyright © 2011 Laura A. May. Published by Sage Publications.
The post-print (post peer-reviewed) version is posted here with the permission of the author.