Culturally and Linguistically Relevant Readalouds
Bibliographic Data
| ID | 12764799 |
|---|---|
| Authors | Laura May (0000-0001-8531-4399, Georgia State University, corresponding author), Laura A May, Gary E Bingham (0000-0003-1266-1407, Georgia State University), Meghan Pendergast (Western Carolina University), Meghan L Pendergast |
| Year | 2014 |
| Volume | 16 |
| Issue | 4 |
| Pages | 210-218 |
| Publication date | 2014-10-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Multicultural Perspectives (JOURNAL) |
| Journal identifiers | ISSN: 1532-7892 • E-ISSN: 1521-0960 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15210960.2014.952299 |
| OpenAlex | W2063169130 |
| Language | EN |
| Citations received | 8 |
| References cited | 42 |
The teacher readaloud is an instructional tool established in its ability to foster children's language and literacy development. Increasing cultural and linguistic diversity and changing standards place pressure on teachers to provide literacy and language instruction relevant to children's everyday lives and learning. This article presents a framework for conducting culturally and linguistically relevant readalouds within two essential components, talk and text, in terms of developing cultural competence, maintaining high academic expectations, and fostering a critical stance. Particular attention is given to the interactive nature of these readalouds and how they can be used to promote children's active co-construction of textually-based meaning
Competence (human resources · Cultural competence · Cultural diversity · Diversity (politics · Linguistic competence · Linguistic diversity · Linguistics · Literacy · Mathematics education · Meaning (existential · Pedagogy · Sociology · Literacy, Media, and Education · Multilingual Education and Policy · Psychology · Reading and Literacy Development · Social Psychology
A Content Analysis of Orbis Pictus Award–Winning Nonfiction, 1990–2014
Why Do We Have Different Skins Anyway?”
Honoring the Languages of Indigenous Students of Latin America in U.S. Schools
We all need to be water protectors
Affirming our identities
Culturally relevant picturebook for Middle Eastern Muslim students’ healing
On the Center
You matter here
Critical Multicultural Analysis of Children's Literature
Operationalizing Culturally Relevant Pedagogy
Interactive Book Reading in Early Education
Ways with Words
On the Efficacy of Reading to Preschoolers
Why Are You Doing This
Reading Across Communities” in Biliteracy Practices
Toward a Theoretical Model of Text Complexity for the Early Grades
The Construction of Literary Understanding by First and Second Graders in Oral Response to Picture Storybook Read‐Alouds
Reading representations of themselves
Culturally Relevant Pedagogy 2.0
Culturally Sustaining Pedagogy
But that's just good teaching! The case for culturally relevant pedagogy
Dialogic Strategies in Read-Alouds of English-Language Information Books in a Second-Grade Bilingual Classroom
Sharing time
| Unique citing works | 8 |
|---|---|
| Citations per year | 0,73 |
| Citation span | 2015 - 2026 (12) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 8 |