This 17-week qualitative research study examined the sociocultural resources that Mexican-origin English language learners utilized during language arts instruction in a seventh-grade language arts classroom in South Texas. Sociocultural resources were defined as the community cultural wealth (Yosso, 2005, 2006) and cultural models (Cole, 1996; Holland a Quinn, 1987; Shore, 1996) that framed students' discursive and written responses to literature. Qualitative research methods included 57 hours of participant observation in one teacher's English language arts classroom, four focus group interviews and one individual interview with seven focal students, interviews with the classroom teacher, and collection of student-produced literacy artifacts.Ms. Fairchild used several interrelated texts during the four-week cycle of activity, including a childrena#39;s picture book, electronic texts from the ... These texts were used to contextualize vocabulary discussions, to introduce the historical origins of the story, and to compare and ... Sauveageau explains that at one time the cuentos in the book were disappearing, but are now amore alive than ever; they areanbsp;...
|Title||:||Examining the Sociocultural Resources of Mexican-origin Youth: A Study of English Language Learners in a 7th Grade Language Arts Classroom|
|Publisher||:||ProQuest - 2008|