Migrant Students Scaffolding and Writing their Own Stories: From Socio-Culturally Relevant Enabling Mentor Texts to Collaborative Student Narratives

Citation data:

Voices from the Middle, Vol: 23, Issue: 1, Page: 59-67

Publication Year:
2016
Usage 46
Abstract Views 46
Repository URL:
https://works.bepress.com/scott-beck/13; https://digitalcommons.georgiasouthern.edu/teaching-learning-facpubs/47; https://works.bepress.com/alma-stevenson/5
Author(s):
Beck, Scott A.; Stevenson, Alma D.
Tags:
Adolescent literacy; Reading instruction; Collaborative research; Cultural literacy; Curriculum and Instruction; Educational Methods
article description
Children of migrant farmworkers drop out of school more than any other group. They need and deserve academic support that is socioculturally relevant to their lives. This article describes an innovative summer literacy program for intermediate and middle level children of migrant farmworkers that presented them with more than two dozen children’s picture story books with migrancy themes and systematically documented their responses to the books. Then, using these mentor texts and their responses as scaffolding, the students collaborated to create semi-autobiographical, illustrated narratives about growing up as migrants. These student-created CPSBs challenge our society’s erasure of and hostility toward migrants.