Listening to ESL students’ real voice: A case study of multicultural English Language Arts (ELA) classroom

Author/s:

Yoon, Tecnam*
University of Massachusetts, Amherst, USA (tyoon@educ.umass.edu)

Abstract:

In this case study, the researcher investigates the language used by the classroom teacher, texts, and students within literacy events, and to explore how the interaction in literacy events contributes to shaping racial identities for culturally and linguistically diverse students using critical race theory, cultural identity theory, and racial literacy theory. The researcher also explores the cultural models that are represented in the texts used in the class, the context of the classroom itself, and the effect they have on students’ formation of identity and construction of racial relationships.

Keywords: ELA; literacy practices; multicultural education; critical theory; ESL

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DOI: https://doi.org/10.5861/ijrse.2012.230

*Corresponding Author