Texts used in the English language arts classroom of an American Islamic school

Firman Parlindungan, Adrian Rodgers

Abstract


In this article, we examine what texts were selected for use by a middle school language arts teacher working in an American Islamic school. The literature has found that schools play an important role in supporting immigrant students to navigate a new culture, especially by selecting and providing appropriate texts for learning. Since students’ interaction with texts can mediate knowledge and identity construction, what cultural information and whose culture is embedded in the texts matter for language learning. As such, we wondered what texts a teacher would use to bridge the minority culture of the students with the majority culture in which the students lived. One teacher’s language arts class with 20 students at one American Islamic school was observed for one academic quarter and then described using a case study method. We qualitatively analyzed classroom observations, field notes, teacher interviews, and teacher and student work samples. We found that the teacher was able to use both academic texts, virtual texts, and teacher-created documents to explore some of the issues that the students face on a daily basis. This study further adds to the existing knowledge that culturally relevant texts may mediate students’ understanding of the larger socio-historical contexts in which they reside including a chance to develop language skills necessary for communication and learning.


Keywords


English Language Arts (ELA); immigrant students; Islamic middle school; literacy; texts

Full Text:

PDF

References


Alcott, L. M. (1868). Little women. Roberts Brothers.

Armstrong, J. (1998). Shipwreck at the bottom of the world. Crown.

August, D., McCardle, P., & Shanahan, T. (2014). Developing literacy in English language learners: Findings from a review of the experimental research. School Psychology Review, 43(4), 490-498. https://doi.org/10.1080/02796015.2014.12087417

Baquedano-Lopez, P. (2008). The pragmatics of reading prayers: Learning the act of contrition in Spanish-based religious education classes. Text and Talk: An Interdisciplinary Journal of Language, Discourse & Communication Studies, 28(5), 581-602. https://doi.org/10.1515/TEXT.2008.030

Bretschneider, P. J., Cirilli, S., Jones, T., Lynch, S., & Wilson, N. A. (2017). Document review as a qualitative research data collection method for teacher research. Sage Publications.

Britt, M. A., & Rouet, J. F. (2012). Learning with multiple documents: Component skills and their acquisition. In J. R. Kirby & M. J. Lawson (Eds.), Enhancing the quality of learning: Dispositions, instruction, and learning processes (pp. 276-314). Cambridge University Press.

Campano, G., & Ghiso, M. P. (2010). Immigrant students as cosmopolitan intellectuals. In S. A. Wolf, A. Coats, P. Enciso, & C. A. Jenkins (Eds.), Handbook of research on children’s and young adult literature (pp. 164-176). Routledge.

Carbone, E. (2006). Blood on the river: James Town 1607. Penguin Group.

Cisneros, E. (1994). Eleven. Alfred Knopf.

Cooper, S. (1984). The dark is rising. Bodley Head.

Curtis, C. P. (1999). Bud not buddy. Yearling.

de Oliveira, L. C., & Shoffner, M. (2016). Addressing the needs of English language learners in an English education methods course. In L. C. de Oliveira & M. Shoffner (Eds.), Teaching English language arts to English language learners (pp. 9-33). Springer. https://doi.org/10.1057/978-1-137-59858-5_2

Dei, I. (2004). Grounded theory. In C. Seale, G. Gobo, J. F. Gubrium, & D. Silverman (Eds.), Qualitative research practice (pp. 81-94). Sage Publications.

DelliCarpini, M. (2008). Modifying lessons for English language learners. The English Journal, 98(2), 98-101.

Deswila, N., Kustati, M., Yusuf, Y. Q., Raja Harun, R. N. S., Besral, & Rehani. (2021). Cultural contents in the ELT textbook prepared by the Indonesian ministry of education for secondary schools. Journal of Nusantara Studies, 6(1), 222-241. http://dx.doi.org/10.24200/jonus.vol6iss1pp222-241

Drucker, M. J. (2003). What reading teachers should know about ESL learners. The Reading Teacher, 57(1), 22-29.

Erickson, F. (2004). Talk and social theory. Polity Press.

Evans, R., & Cleghorn, A. (2022). Do student teachers see what learners see? – Avoiding instructional dissonance when designing worksheets. South African Journal of Childhood Education, 12(1), a1015. https://doi.org/10.4102/sajce.v12i1.1015

Gee, J. (2013). Reading as situated language: A sociocognitive perspective. In D. E. Alverman, N. J. Unrau, & R. B. Rudell (Eds.), Theoretical models and processes of reading (6th ed., pp. 136-151). Reading Association.

Ghiso, M. P., & Low, D. E. (2012). Students using multimodal literacies to surface micronarrative of United States immigration. Literacy, 47(1), 26-34. https://doi.org/10.1111/j.1741-4369.2012.00678.x

Gregory, E., Lytra, V., Ilankuberan, A., Choudhury, H., & Woodham, M. (2012). Translating faith: Field narratives as a means of dialogue in collaborative ethnographic research. International Journal of Qualitative Methods, 11(3), 195-213. https://doi.org/10.1177/160940691201100302

Hamilton, V. (1985). The people could fly. Alfred Knopf.

Heath, S. B. (2010). Family literacy or community learning? Some critical questions on perspective. In K. Dunsmore & D. Fisher (Eds.), Bringing literacy home (pp. 15-41). International Reading Association.

Hesse, K. (1997). Out of the dust. Scholastic.

Hite, C. E., & Evans, L. S. (2006). Mainstream first-grade teachers’ understanding of strategies for accommodating the needs of English language learners. Teacher Education Quarterly, 33(2), 89-110.

Homer. (1990). The odyssey (R. Fagles, Trans.). Penguin Group.

Honeyford, M. A. (2014). From aquí and allá: Symbolic convergence in the multimodal literacy practices of adolescent immigrant students. Journal of Literacy Research, 46(2), 194–233. https://doi.org/10.1177/1086296X14534180

Implementation guide: A guide for teachers. (2017). Great Minds® Wit & Wisdom.

Islam, C., & Park, M. H. (2015). Preparing teachers to promote culturally relevant teaching: Helping English language learners in the classroom. Multicultural Education, 23(1), 38-44.

Kganetso, L. M. (2016). Creating and using culturally relevant informational texts. The Reading Teacher, 70(4), 445-455. https://doi.org/10.1002/trtr.1546

Kibler, A., Walqui, A., & Bunch, G. (2015). Transformational opportunities: Language and literacy instruction for English language learners in the Common Core era in the United States. TESOL Journal, 6(1), 9-35. https://doi.org/10.1002/tesj.133

Kurniati, V. S. D., & Suthum, K. (2019). Promoting autonomous learning using self-discovery technique with self-prepared worksheets in extensive reading class. Tamansiswa International Journal in Education and Science, 1(1), 15-20. https://doi.org/10.30738/tijes.v1i1.5447

Kvale, S. (2007). Doing interviews. Sage Publications.

Lantolf, J. P. (2011). The sociocultural approach to second language acquisition: Sociocultural theory, second language acquisition, and artificial L2 development. In D. Atkinson (Ed.), Alternative approaches to second language acquisition (pp. 24-47). Routledge.

L’Engle, M. (1962). A wrinkle in time. Ariel Books.

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.

Louie, B., & Sierchynski, J. (2015). Enhancing English learners language development using wordless picture books. The Reading Teacher, 69(1), 103-111.

Lowry, L. (1989). Number the stars. Houghton, Mifflin, Harcourt.

Lucas, T. (2011). Language, schooling, and the preparation of teachers for linguistic diversity. In T. Lucas (Ed.), Teacher preparation for linguistically diverse classrooms: A resource for teacher educators (pp. 3-17). Routledge.

Lucas, T., Oliveira, L. C., & Villegas, A. M. (2014). Preparing linguistically responsive teachers in multilingual contexts. In A. Maboob & L. Barrat (Eds.), Englishes in multilingual contexts (pp. 219-230). Springer. https://doi.org/10.1007/978-94-017-8869-4_13

Lucas, T., & Villegas, A. M. (2013). Preparing linguistically responsive teachers: Laying the foundation in preservice teacher education. Theory into Practice, 52, 98-109. https://doi.org/10.1080/00405841.2013.770327

Lucas, T., Villegas, A. M., & Freedson-Gonzalez, M. (2008). Linguistically responsive teacher education: Preparing classroom teachers to teach English language learners. Journal of Teacher Education 59(4), 361-373. https://doi.org/10.1177/0022487108322110

Lytra, V., Gregory, E., & Ilankuberan, A. (2016). Researching children’s literacy practices and identities in faith settings: Mutlimodal text-making and talk about text as resources for knowledge building. In M. Martin-Jones & D. Martin (Eds.), Researching multilingualism: Critical and ethnographic perspectives (pp. 215-228). Routledge.

Marshall, C., & Rossman, G. B. (2016). Designing qualitative research (6th ed.). Sage Publications.

Martinez, R. S., Harris, B., & McClain, M. B. (2014). Practices that promote English reading for English learners (ELs). Journal of Educational and Psychological Consultation, 24, 128-148. https://doi.org/10.1080/10474412.2014.903192

Merriam, S. B. (1998). Qualitative research and case study applications in education. Jossey-Bass.

Ozturk, D. T., & Tekin, S. (2020). Encouraging extensive listening in language learning. Language Teaching Research Quarterly, 14, 80-93. https://doi.org/10.32038/ltrq.2020.14.06

Patel, S. (2010). Ramayana: Divine loophole. Chronicle Books.

Paterson, K. (1990). The tale of the Mandarin ducks. Weston Woods.

Peele-Eady, T. B. (2011). Constructing membership identity through language and social interaction: The case of African American children at Faith Missionary Baptist Church. Anthropology & Education Quarterly, 42(1), 54-75. https://doi.org/10.1111/j.1548-1492.2010.01110.x

Purdy, J. (2008). Inviting conversation: Meaningful talk about texts for English language learners. Literacy, 42(1), 44-51. https://doi.org/10.1111/j.1467-9345.2008.00479.x

Rajendra, T. D. & Kaur, S. (2022). Print-based multimodal texts: Using illustrated poems for generating ideas and writing narratives. Studies in English Language and Education, 9(1), 278-298. http://www.jurnal.unsyiah.ac.id/SiELE/article/view/21830

Sharma, S. A., & Christ, T. (2017). Five steps toward successful culturally relevant text selection and integration. The Reading Teacher, 71(3), 295-307. https://doi.org/10.1002/trtr.1623

Soto Huerta, M. E., & Perez, B. (2015). Second-language literacy, immigration, and globalization. International Journal of Bilingual Education and Bilingualism, 18(4), 485-500. https://doi.org/10.1080/13670050.2014.928257

Sutcliff, R. (1993). Black ships before Troy: The story of The Illiad. Marlborough.

Taylor, M. D. (1976). Roll of thunder: Hear my cry. Puffin Books.

Telaumbanua, Y., Yalmiadi, Martini, & Hasbi. (2020). E-political caricatures assisted cooperative learning: Disengaging EFL learners from individualistic, competitive and racial discrimination’s learning settings. Studies in English Language and Education, 7(2), 504-526. https://doi.org/10.24815/siele.v7i2.16492

Thornberg, R., & Charmaz, K. (2014). Grounded theory and theoretical coding. In U. Flick (Ed.), The SAGE handbook of qualitative data analysis (pp. 153-170). Sage Publications. https://dx.doi.org/10.4135/9781446282243.n11

Toppel, K. (2015). Enhancing core reading programs with culturally responsive practices. The Reading Teacher, 68(7), 552-559. https://doi.org/10.1002/trtr.1348

Toppelberg, C., & Collins, B. (2010). Language, culture, and adaptation in immigrant children. Child and Adolescent Psychiatric Clinics of North America, 19(4): 697-717. https://doi.org/10.1016/j.chc.2010.07.003

Triana, H. W., Wirman, E. P., Kustati, M., Reflinaldi., Rahmi, A., & Nelmawarni. (2020). Social practice on Facebook: Critical discourse analysis in the process of text production. Studies in English Language and Education, 7(1), 1-21. https://doi.org/10.24815/siele.v7i1.15170

Twain, M. (1876). The adventures of Tom Sawyer. American Publishing Company.

Veum, A., Siljan, H. G., & Maager, E. (2020). Who am I? How newly arrived immigrant students construct themselves through multimodal texts. Scandinavian Journal of Educational Research, 65(6), 1004-1019. https://doi.org/10.1080/00313831.2020.1788147

Walker, S. M. (2009). Written in bone. Carolrhoda Books.

Wąsikiewicz-Firlej, E. Developing cultural awareness through reading literary texts. Taikomoji kalbotyra, 1, 1-17.

Yep, L. (1975). Dragonwings. LRS.

Yerizon, Y., Putra, A. A., & Subhan, M. (2018). Student responses toward student worksheets based on discovery learning for students with intrapersonal and interpersonal intelligence. IOP Conference Series: Materials Science and Engineering, 335, 1-4.

Yousafzai, M., & McCormick. (2013). I am Malala: How one girl stood up for education and changed the world. Torndike.

Zine, J. (2008). Canadian Islamic schools: Unravelling the politics of faith, gender, knowledge, and identity. University of Toronto Press.




DOI: https://doi.org/10.24815/siele.v9i3.24974

Refbacks

  • There are currently no refbacks.


Print ISSN: 2355-2794, Online ISSN: 2461-0275

This work is licensed under a Creative Commons Attribution 4.0 International License.