Presentation Title

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.

This document is currently not available here.

Share

COinS
 
Apr 21st, 10:30 AM

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.