Supporting Biliteracy Development in the Content Areas through Children’s Literature
Keeping it Real, Relevant and Rigorous
Keywords:multicultural literature, English learners
There is no other greater opportunity to continue useand strengthen students' funds of knowledge than through the content areas supported with multicultural literature. In this article, the author shares how teachers can use specific texts in their conten area teaching.
Anzaldúa, G. (1993). Friends from the other side. (C. Mendez, Illus.). Emeryville.
Clark, E. R., Flores, B. B., Smith, H. L., & González, D. A. (2015). Multicultural literature for Latino bilingual children: Their words, their worlds. Rowman & Littlefield.
Tortillitas para mamá. (1981). (B. Cooney, Illus.). (Griego, M. C., Bucks, B. L., Gilbert, S. S., & Kimball, L. H., Trans.). Macmillan.
Jiménez, F. (2001). Breaking through. Houghton Mifflin Harcourt.
Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into practice, 31(2), 132-141.
Sosa-Sánchez, P. (2015). English language learners and expository text: A cross-case analysis of reading behaviors using retrospective miscue analysis (Unpublished doctoral dissertation).
Sosa-Sánchez, P., & Riley, J. (2019). Breaking Through: A literacy lesson for social studies. In H. Hansen-Thomas & M.A. Stewart (Eds.), Transforming practices for the high school classroom, (pp. 63-78). TESOL Press.
Stewart, M. A., Walker, K., & Revelle, C. (2018). Learning from students: What, why, and how adolescent English learners want to read and write. Texas Journal ofLiteracy Education, 6(1), 23-40.
Yolen, J. (1992). Encounter. (D. Shannon, Illus.). Voyager Books.
All copyright remains with the author.