Linguistic Inclusion and Language Acquisition: An Analysis of a Spanish Reading Group
Location
Online - Session 1A
Start Date
4-21-2021 10:30 AM
Major Field of Study
Education
Student Type
Graduate
Faculty Mentor(s)
Katherine Lewis, Phd and Matthew Davis, Phd
Presentation Format
Oral Presentation
Abstract/Description
This research explored the impacts of a linguistically inclusive Spanish reading group on student learning outcomes. This research took place at an elementary school in Marin, which consists of a large Spanish speaking and rural community of third and fourth graders. The research takes into consideration grouping methods (Oakes, 2005), Critical Race Theory (Solórzano & Yosso, 2002) and Schema Theory (Rumelhart, 2017) with regards to Spanish classrooms in order to reimagine educational structures and instructional approaches. Through Spanish reading group sessions, interviews with adult stakeholders, and a student participant focus group it is evident that all groups believe that class integration is more effective in acquiring a second language compared to traditional forms of leveled groupings for class segregation. The student participants also revealed internalized perceptions of race about themselves and others as Spanish language learners. The findings of this research point toward important implications for how schools implement effective grouping policies around language integration, and how teachers integrate their own classroom practices to understand student identity and support language learning.
Linguistic Inclusion and Language Acquisition: An Analysis of a Spanish Reading Group
Online - Session 1A
This research explored the impacts of a linguistically inclusive Spanish reading group on student learning outcomes. This research took place at an elementary school in Marin, which consists of a large Spanish speaking and rural community of third and fourth graders. The research takes into consideration grouping methods (Oakes, 2005), Critical Race Theory (Solórzano & Yosso, 2002) and Schema Theory (Rumelhart, 2017) with regards to Spanish classrooms in order to reimagine educational structures and instructional approaches. Through Spanish reading group sessions, interviews with adult stakeholders, and a student participant focus group it is evident that all groups believe that class integration is more effective in acquiring a second language compared to traditional forms of leveled groupings for class segregation. The student participants also revealed internalized perceptions of race about themselves and others as Spanish language learners. The findings of this research point toward important implications for how schools implement effective grouping policies around language integration, and how teachers integrate their own classroom practices to understand student identity and support language learning.