Mentor Texts Squared: Helping Students Explore Voice through Readings That Promote Critical ConsciousnessReport as inadecuate




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CATESOL Journal, v27 n2 p281-301 2015

Much research has been conducted documenting the reading and writing challenges students in pre-college courses face (Crosby, 2007; Masterson, 2007). Some colleges label these courses "developmental," "remedial," or "basic skills" courses. These "developmental" students comprise both US-born and immigrant pupils from culturally, linguistically, and economically diverse backgrounds (Roberge, Siegal, & Harklau, 2009) and are often institutionally marginalized (Blumenthal, 2002), leaving them often underprepared when matriculating into credit-bearing college-level courses (Roberge, 2009). In this article, we report on a case study where a community college ESOL (English for Speakers of Other Languages) instructor and three faculty members at a local university worked collaboratively on developing resources to support his struggling readers through leveled, culturally responsive texts. We share a unique approach to mentor texts, employing them both as exemplars for developing reading and writing skills, and also as a means to support avenues for finding "voice."

Descriptors: Mentors, Case Studies, Consciousness Raising, Community Colleges, College Faculty, Teacher Collaboration, Reading Skills, Writing Skills, Reading Difficulties, Student Empowerment, Two Year Colleges, Two Year College Students, English (Second Language), Second Language Learning, Reading Ability, Nontraditional Students, Critical Theory, College Bound Students

CATESOL. P.O. Box 9200-338, Fountain Valley, CA 92708. Tel: 714-907-4033; Fax: 888-832-0501; e-mail: catesoljournal[at]gmail.com; Web site: http://www.catesoljournal.org





Author: Molina, Sarina Chugani; Manasse, Mark

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=749&id=EJ1111619







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