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Stuck in Two Worlds : = A Case Study of Dual Language Learners and Their Reading Perceptions of Culturally Relevant Texts.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Stuck in Two Worlds :/
Reminder of title:	A Case Study of Dual Language Learners and Their Reading Perceptions of Culturally Relevant Texts.
Author:	Rubio Marquez, Gloria.
Description:	1 online resource (195 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 81-12, Section: A.
Contained By:	Dissertations Abstracts International81-12A.
Subject:	Bilingual education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27960583click for full text (PQDT)
ISBN:	9798641815206

Stuck in Two Worlds : = A Case Study of Dual Language Learners and Their Reading Perceptions of Culturally Relevant Texts.
Rubio Marquez, Gloria.

Stuck in Two Worlds :A Case Study of Dual Language Learners and Their Reading Perceptions of Culturally Relevant Texts. - 1 online resource (195 pages)

Source: Dissertations Abstracts International, Volume: 81-12, Section: A.

Thesis (Ed.D.)--Texas A&M University - Commerce, 2020.

Includes bibliographical references

This qualitative study examined dual language learners participating in a two-way dual language program in a central Texas school. Specifically, the researcher investigated and documented the cultural perceptions of dual language learners when exposed to culturally relevant texts and how those perceptions affect their interaction with the texts. In addition, this examined whether culturally relevant texts help address the cognitive dissonance and how they influence students' self-identity. A purposeful sample of six dual language learners was used. Data collection consisted of classroom observations, analysis of students' reading response journals and in-depth qualitative interviews. The interviews and observations were transcribed. Open coding and analytical coding were employed in the inductive analysis cycle of data in this study. Three major themes emerged: making connections, identity construction and social issues. Further analysis revealed six subthemes: (1) personal, (2) cultural reference (making connections); (3) self, (4) bilingualism (identity); (5) social, and (6), political (social issues).The discussion offers considerable support for the findings of existing research on culturally responsive pedagogy and the response of dual language learners to the integration of culturally relevant texts to their reading instruction. The ability of dual language learners to connect to culturally relevant texts and their increase reading motivation and engagement are a contribution to the literature. In this study, the findings are reported in the voices of the participants, which is lacking in the current literature. Also, dual language learners' cultural perceptions depending on generational status and development of student self-identity are presented, which are new to the existing literature. In conclusion, this research produced two important results for the field of bilingual education: (1) the need for schools and school districts to offer dual language educators culturally responsive training, and (2), mind shift in dual language educators to become more intentional in their teaching in order to help with cultural dissonance by knowing their students and becoming knowledgeable of the generational differences in dual language learners. Studies that further explore dual language learners' cultural perceptions and Spanish learners are warranted.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798641815206Subjects--Topical Terms:

2122778
Bilingual education.
Subjects--Index Terms:

Culturally relevant textIndex Terms--Genre/Form:

542853
Electronic books.

Stuck in Two Worlds : = A Case Study of Dual Language Learners and Their Reading Perceptions of Culturally Relevant Texts.
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500 $a Source: Dissertations Abstracts International, Volume: 81-12, Section: A.
500 $a Advisor: Colby, Sherri.
502 $a Thesis (Ed.D.)--Texas A&M University - Commerce, 2020.
504 $a Includes bibliographical references
520 $a This qualitative study examined dual language learners participating in a two-way dual language program in a central Texas school. Specifically, the researcher investigated and documented the cultural perceptions of dual language learners when exposed to culturally relevant texts and how those perceptions affect their interaction with the texts. In addition, this examined whether culturally relevant texts help address the cognitive dissonance and how they influence students' self-identity. A purposeful sample of six dual language learners was used. Data collection consisted of classroom observations, analysis of students' reading response journals and in-depth qualitative interviews. The interviews and observations were transcribed. Open coding and analytical coding were employed in the inductive analysis cycle of data in this study. Three major themes emerged: making connections, identity construction and social issues. Further analysis revealed six subthemes: (1) personal, (2) cultural reference (making connections); (3) self, (4) bilingualism (identity); (5) social, and (6), political (social issues).The discussion offers considerable support for the findings of existing research on culturally responsive pedagogy and the response of dual language learners to the integration of culturally relevant texts to their reading instruction. The ability of dual language learners to connect to culturally relevant texts and their increase reading motivation and engagement are a contribution to the literature. In this study, the findings are reported in the voices of the participants, which is lacking in the current literature. Also, dual language learners' cultural perceptions depending on generational status and development of student self-identity are presented, which are new to the existing literature. In conclusion, this research produced two important results for the field of bilingual education: (1) the need for schools and school districts to offer dual language educators culturally responsive training, and (2), mind shift in dual language educators to become more intentional in their teaching in order to help with cultural dissonance by knowing their students and becoming knowledgeable of the generational differences in dual language learners. Studies that further explore dual language learners' cultural perceptions and Spanish learners are warranted.
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538 $a Mode of access: World Wide Web
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650 4 $a Reading instruction. $3 2122756
653 $a Culturally relevant text
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653 $a ELLs
653 $a Reading perceptions
653 $a Two-way dual language
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710 2 $a Texas A&M University - Commerce. $b EdD Supervision, Curriculum, and Instruction-Elementary Education. $3 2049797
773 0 $t Dissertations Abstracts International $g 81-12A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27960583 $z click for full text (PQDT)