Connecting Dots: Using Learner Self-Narratives to Address the Disconnect between the Texts and English Learners' Prior Experience
With the rapid increase of ELs in Michigan and around the United States, scholars have been exploring ways to narrow or close the achievement gap. This pursuit is significant, but hard to achieve due to various challenges that ELs experiencing in their schooling. This situation worsened in relation to ELs from refugee backgrounds due to the traumatic experience that occurred before they were resettled in the U.S. More critically, EL teachers and paraprofessionals are often marginalized from other teachers. The purpose of this article is to introduce and advocates for a Learner Self-Narrative-based (LSN-based) approach to better support EL students. This approach, developed upon strong theoretical foundation, has six steps to engage ELs and promote their literacy development. The approach has the potential to encourage schools to move away from using existing decontextualized textbooks and instead to adopt EL self-constructed stories as instructional materials.
"Connecting Dots: Using Learner Self-Narratives to Address the Disconnect between the Texts and English Learners' Prior Experience,"
Michigan Reading Journal: Vol. 55:
2, Article 8.
Available at: https://scholarworks.gvsu.edu/mrj/vol55/iss2/8
Bilingual, Multilingual, and Multicultural Education Commons, Language and Literacy Education Commons