Cultural relevance and linguistic flexibility in literature discussions with emergent bilingual children

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Spanish-English emergent bilingual children’s range of sociocultural and linguistic knowledge have typically gone devalued in relation to school literacy curricula. Amy Clark discusses how emergent bilingual children in a second grade one-way immersion dual language classroom draw on their prior cultural-experiential knowledge and dynamic linguistic resources to participate meaningfully during discussions of three authentic fiction texts in Spanish, each with a different level of cultural relevance.

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