La Historia de Mi Nombre: A Culturally Sustaining Early Literacy Practice. (17th December 2017)

• Record Type: Journal Article
• Authors: Nash, Kindel; Panther, Leah; Arce‐Boardman, Alicia
• Is Part Of: Reading teacher. Volume 71:Number 5(2018)
• Page Start: 605
• Page End: 609
• Publication Date: 2017-12-17
• Subjects: Language learners -- Literature -- Writing -- Instructional strategies; methods and materials -- Making inferences < Comprehension -- Listening < Comprehension -- Home language < Family literacy -- Home‐school connections < Family literacy -- Oral reading -- read‐alouds < Fluency -- English language learners -- English learners -- English as a second language -- English for speakers of other languages < Language learners -- First, second, etc. language (L1, L2, etc.) < Language learners -- Author studies < Literature -- Multicultural literature -- Children's literature -- Language acquisition < Oral language -- Instructional strategies -- teaching strategies < Strategies methods and materials -- Sociocultural < Theoretical perspectives -- 1‐Early childhood -- 2‐Childhood; Reading (Elementary) -- Periodicals; Reading -- Periodicals; Reading -- Remedial teaching -- Periodicals; 372.405
• DOI: 10.1002/trtr.1665
• Languages: English
• ISSNs: 0034-0561

Abstract

Abstract: This article features a culturally sustaining practice that many early literacy teachers can adapt and use: la historia de mi nombre /the story of my name. The practice is described in the context of a second‐grade bi/multilingual class as the Latinx students are learning about their names through culturally authentic literature, translanguaging, and writing their name stories.