The Multicultural Read Aloud Project
Preferred Delivery
In-Person
Length of Presentation
50 minutes
Start Date
20-10-2023 11:00 AM
End Date
20-10-2023 11:50 AM
Document Type
Presentation
Abstract
The purpose of this on-going research project was to guide and assess preservice teachers in planning and implementing an interactive read aloud for culturally linguistically diverse (CLD) and English language learners (ELL). Undergraduate students enrolled in ELE 4890 – CLD/ELL Instructional Methods selected a multicultural picture book of their choice and conducted a read aloud during class as part of a course assignment. The participants received feedback from The Multicultural Read Aloud Rubric then implemented the same read aloud during their practicum placements. The presentation will share the preliminary findings of a 10-question survey on planning and implementation of a read aloud designed for CLD/ELL students that promoted critical thinking, oral language development, and exposed students to multicultural children’s literature.
Description
Preservice teachers enrolled in teacher preparatory programs may understand the importance of read alouds; however, they may not be sure how to implement one that engages and promotes students’ critical thinking, oral language development, and exposes students to multicultural children’s literature. The theoretical basis of this research project was grounded in the theory of Dr. Stephen Krashen’s Second Language Acquisition (SLA) hypotheses: Natural Approach, Input, and Affective Filter (Krashen, 1982). According to Krashen, “All human beings possess the ability to acquire a second language if they can receive ‘comprehensible input’ in low-anxiety situations” (p. 128). Culturally linguistically diverse (CLD) and English language learners (ELL) require a language-rich environment in which they are receiving “comprehensible input” in low anxiety situations to facilitate the natural acquisition process (Krashen, 1982). The purpose of this on-going research project was to guide and assess preservice teachers in planning and implementing an interactive read aloud. CLD/ELL students are learning academic content and acquiring a second language simultaneously. As a result, they require opportunities to share their thoughts and practice syntactical language structures of their new language. Furthermore, these students are being exposed to multicultural children’s literature. Undergraduate students enrolled in ELE 4890 – CLD/ELL Instructional Methods selected a multicultural picture book of their choice and conducted a read aloud during class as part of a course assignment. The participants received feedback from The Multicultural Read Aloud Rubric then implemented the same read aloud during their practicum placements. After completion, participants answered a 10-question survey through Qualtrics. This presentation will share the preliminary findings of the survey with teachers, K-6, English as a second language educators, and individuals instructing preservice teachers. The learning outcomes include sharing the essential components of The Multicultural Read Aloud Rubric for preparation and implementation of a read aloud that fosters critical thinking and oral language development of CLD/ELL students.
Krashen, S. (1982). Principles and practices in second language acquisition. Pergamon Press.
Creative Commons License
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The Multicultural Read Aloud Project
The purpose of this on-going research project was to guide and assess preservice teachers in planning and implementing an interactive read aloud for culturally linguistically diverse (CLD) and English language learners (ELL). Undergraduate students enrolled in ELE 4890 – CLD/ELL Instructional Methods selected a multicultural picture book of their choice and conducted a read aloud during class as part of a course assignment. The participants received feedback from The Multicultural Read Aloud Rubric then implemented the same read aloud during their practicum placements. The presentation will share the preliminary findings of a 10-question survey on planning and implementation of a read aloud designed for CLD/ELL students that promoted critical thinking, oral language development, and exposed students to multicultural children’s literature.
Speaker Information
Amy Davis is an assistant professor at Eastern Illinois University in the department of Teaching, Learning, and Foundations. Her specialty is elementary literacy and English as a second language. Before finishing her Ph.D. at Kansas State University in 2018, Dr. Davis spent nine years as both a classroom and English as a second language teacher and two years as an ESL Learning Coach for Wichita’s USD 259. During her time at KSU, she worked with English teachers from Mexico and Saudi Arabia. Dr. Davis is fascinated by children’s acquisition of a second language and their transition from listening and speaking to reading and writing. Her research includes the use of student-generated artifacts to develop and promote expressive language and reading/listening comprehension.