An exploration of young english learners' reading experiences in response to critical literacy read-alouds
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Director/AsesorMora Vélez, Raúl Alberto
Tipo de contenido
This study explored young English learners’ reading experiences in response to picturebook read-alouds with a critical literacy perspective. The research was conducted in order to find a possible solution to the limited in-school reading experiences of a group of young English learners. A critical literacy read-aloud (CLRA) strategy was implemented during the weekly story time sessions that took place within an early childhood classroom of a private school in Medellin, Colombia. The participants of the study ranged between the ages of 5.5 to 7 years old and were in their third to fourth year of attendance in the schools English immersion preschool program. The qualitative nature of this study involved collecting data in the forms of student interviews, class discussions, observations and artifacts. The findings of this study confirm that the children’s reading experiences opened up a space for them to develop as text critics as they responded to the CLRA strategy by becoming critically ...
Inglés -- Enseñanza
Aprendizaje de una segunda lengua
Lectura en voz alta
Libros y lectura
Libros ilustrados para niños
Estrategias de aprendizaje
Métodos de enseñanza
Educación preescolar -- Medellín (Antioquia, Colombia)
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