Autonomous fearless use of language: Understanding non-fiction English text with fifth-grade bilinguals through culturally sustaining pedagogy

Simple item page
dc.contributor.advisorTorres, Annette
dc.contributor.committeeMemberAnderson, Nancy
dc.contributor.committeeMemberStewart, Mary A
dc.creatorRamos-Rivera, Margarita 1973-
dc.creator.orcid0009-0000-6750-2492
dc.date.accessioned2024-02-08T21:20:19Z
dc.date.available2024-02-08T21:20:19Z
dc.date.created2023-12
dc.date.issuedDecember 2023
dc.date.submittedDecember 2023
dc.date.updated2024-02-08T21:20:19Z
dc.description.abstractAt schools in the Unites States, English-centric hegemonic policies often hinder emergent bilingual students from fully applying their linguistic skills to read non-fiction texts. This phenomenon necessitates investigation into how Culturally Sustaining Pedagogy (CSP) can be utilized to support fifth-grade bilingual students’ understanding of non-fiction texts in English. This qualitative descriptive study documents the process of five participants utilizing their entire linguistic repertoire, engaging in translanguaging practices while experiencing CSP instruction to enhance comprehension of non-fiction texts. The research questions guiding this study are: How do emergent fifth-grade bilingual students use language when reading and writing about non-fiction texts in English? How does culturally sustaining instruction relate to the students' use of language while reading and writing about non-fiction texts in English? Five important themes were identified, representing features appearing to support emergent bilingual (EB) students’ understanding of non-fiction texts. These features included translanguaging inquiries during reading discussions, adeptly integrated linguistic translanguaging in written practices, validation of autonomous flexible translanguaging, demonstration of self-identity and belonging, and the promotion of school community and diversity.
dc.format.mimetypeapplication/pdf
dc.identifier.uri
dc.identifier.urihttps://hdl.handle.net/11274/15740
dc.language.isoEnglish
dc.subjectEducation, Language and Literature
dc.subject.otherTranslanguaging
dc.subject.otherCulturally relevant pedagogy
dc.subject.otherCulturally sustaining pedagogy
dc.subject.otherEmergent bilinguals
dc.titleAutonomous fearless use of language: Understanding non-fiction English text with fifth-grade bilinguals through culturally sustaining pedagogy
dc.typeThesis
dc.type.materialtext
thesis.degree.collegeCollege of Professional Education
thesis.degree.departmentLiteracy and Learning
thesis.degree.disciplineLiteracy, Language, and Culture
thesis.degree.grantorTexas Woman's University
thesis.degree.nameDoctor of Philosophy
thesis.degree.programAPA 7th edition
thesis.degree.schoolTexas Woman's University

Files

Original bundle

Now showing 1 - 1 of 1
Thumbnail Image
Name:
RAMOS-RIVERA-PRIMARY-2023.pdf
Size:
3.42 MB
Format:
Adobe Portable Document Format
Download

License bundle

Now showing 1 - 2 of 2
No Thumbnail Available
Name:
proquest_license.txt
Size:
6.39 KB
Format:
Plain Text
Description:
Download
No Thumbnail Available
Name:
license.txt
Size:
2.07 KB
Format:
Plain Text
Description:
Download

Collections

Teacher Education