{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/45300"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/45300","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Promoting critical literacy among emergent bilinguals: an exploration of their identities","abstract":"This study was an action research study that examined how second grade bilingual children defined “the word and their world” (Freire & Macedo, 1987) during literature discussions; that world is structured by societal, school, and classroom constructions of race, culture and languages when students discussed literature books that pertained to these topics. More specifically, I looked at how Latino students negotiated their understandings and enacted their multiple identities during literature discussions, how the identities the teacher held and the identities she placed on her students were negotiated through dialogue in order for students to start thinking about what it meant to be growing up bilingual in today’s political context, as well as how the books the students were discussing influenced the conversations. This study also captures an educator’s commitment towards nurturing critical consciousness among her emerging bilingual students. Data collection consisted of audiotaping literature discussions over a five-month time period. Using inductive analysis, I, as both the research and educator, worked to understand how students used their voices to express their ideas in literature discussions as well as how they navigated aspects of their identity when reading and responding to literature chosen to reflect their cultural and lived experiences. Through this study, I investigated the dialogue of young students in relation to discussions on race, ethnicity and multilingualism around books read during literature discussions as well as their development of critical consciousness.","abstract_html":"This study was an action research study that examined how second grade bilingual children defined “the word and their world” (Freire & Macedo, 1987) during literature discussions; that world is structured by societal, school, and classroom constructions of race, culture and languages when students discussed literature books that pertained to these topics. More specifically, I looked at how Latino students negotiated their understandings and enacted their multiple identities during literature discussions, how the identities the teacher held and the identities she placed on her students were negotiated through dialogue in order for students to start thinking about what it meant to be growing up bilingual in today’s political context, as well as how the books the students were discussing influenced the conversations. This study also captures an educator’s commitment towards nurturing critical consciousness among her emerging bilingual students. Data collection consisted of audiotaping literature discussions over a five-month time period. Using inductive analysis, I, as both the research and educator, worked to understand how students used their voices to express their ideas in literature discussions as well as how they navigated aspects of their identity when reading and responding to literature chosen to reflect their cultural and lived experiences. Through this study, I investigated the dialogue of young students in relation to discussions on race, ethnicity and multilingualism around books read during literature discussions as well as their development of critical consciousness.","abstract_has_math":false,"creators":["Osorio, Sandra"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Curriculum and Instruction","degree_department":null,"school":null,"contributors":["Dyson, Anne H.","Moller, Karla J.","DeNicolo, Christina P.","Medina, Carmen L."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-08-22T16:35:21Z","date_published":"2013-08-22T16:35:21Z","updated_at":"2026-07-22T22:25:34Z","subjects":["literature discussions","identity","critical consciousness"],"languages":["en"],"rights":["Copyright 2013 Sandra Osorio"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/45300","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dyson, Anne H.","Moller, Karla J.","DeNicolo, Christina P.","Medina, Carmen L."]},{"key":"dc:creator","label":"Author","values":["Osorio, Sandra"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2013-08-22T16:35:21Z","2013-08"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["literature discussions","identity","critical consciousness"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2013 Sandra Osorio"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/45300"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This study was an action research study that examined how second grade bilingual children defined “the word and their world” (Freire & Macedo, 1987) during literature discussions; that world is structured by societal, school, and classroom constructions of race, culture and languages when students discussed literature books that pertained to these topics. More specifically, I looked at how Latino students negotiated their understandings and enacted their multiple identities during literature discussions, how the identities the teacher held and the identities she placed on her students were negotiated through dialogue in order for students to start thinking about what it meant to be growing up bilingual in today’s political context, as well as how the books the students were discussing influenced the conversations. This study also captures an educator’s commitment towards nurturing critical consciousness among her emerging bilingual students. Data collection consisted of audiotaping literature discussions over a five-month time period. Using inductive analysis, I, as both the research and educator, worked to understand how students used their voices to express their ideas in literature discussions as well as how they navigated aspects of their identity when reading and responding to literature chosen to reflect their cultural and lived experiences. Through this study, I investigated the dialogue of young students in relation to discussions on race, ethnicity and multilingualism around books read during literature discussions as well as their development of critical consciousness.","Item withdrawn by Mark Zulauf (zulauf@illinois.edu) on 2013-07-03T20:02:14Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 2 Osorio_SandraLucia.doc: 764928 bytes, checksum: 98f428f994ba629618a884387c99f132 (MD5) Osorio_SandraLucia.pdf: 982131 bytes, checksum: 1d99e9038031b25bfb674edc6a6c7bae (MD5)","Made available in DSpace on 2013-08-22T16:35:21Z (GMT). No. of bitstreams: 2 Sandra_Osorio.pdf: 982924 bytes, checksum: 16d3a1879c13c3d2a3db4b8febcdcb5a (MD5) license.txt: 4062 bytes, checksum: 7389273a59177cc0cfd8051021cf9a83 (MD5)"]},{"key":"dc:title","label":"Title","values":["Promoting critical literacy among emergent bilinguals: an exploration of their identities"]}]}],"canonical_facts":{"dc:contributor":["Dyson, Anne H.","Moller, Karla J.","DeNicolo, Christina P.","Medina, Carmen L."],"dc:creator":["Osorio, Sandra"],"dc:date":["2013-08-22T16:35:21Z","2013-08"],"dc:description":["This study was an action research study that examined how second grade bilingual children defined “the word and their world” (Freire & Macedo, 1987) during literature discussions; that world is structured by societal, school, and classroom constructions of race, culture and languages when students discussed literature books that pertained to these topics. More specifically, I looked at how Latino students negotiated their understandings and enacted their multiple identities during literature discussions, how the identities the teacher held and the identities she placed on her students were negotiated through dialogue in order for students to start thinking about what it meant to be growing up bilingual in today’s political context, as well as how the books the students were discussing influenced the conversations. This study also captures an educator’s commitment towards nurturing critical consciousness among her emerging bilingual students. Data collection consisted of audiotaping literature discussions over a five-month time period. Using inductive analysis, I, as both the research and educator, worked to understand how students used their voices to express their ideas in literature discussions as well as how they navigated aspects of their identity when reading and responding to literature chosen to reflect their cultural and lived experiences. Through this study, I investigated the dialogue of young students in relation to discussions on race, ethnicity and multilingualism around books read during literature discussions as well as their development of critical consciousness.","Item withdrawn by Mark Zulauf (zulauf@illinois.edu) on 2013-07-03T20:02:14Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 2 Osorio_SandraLucia.doc: 764928 bytes, checksum: 98f428f994ba629618a884387c99f132 (MD5) Osorio_SandraLucia.pdf: 982131 bytes, checksum: 1d99e9038031b25bfb674edc6a6c7bae (MD5)","Made available in DSpace on 2013-08-22T16:35:21Z (GMT). No. of bitstreams: 2 Sandra_Osorio.pdf: 982924 bytes, checksum: 16d3a1879c13c3d2a3db4b8febcdcb5a (MD5) license.txt: 4062 bytes, checksum: 7389273a59177cc0cfd8051021cf9a83 (MD5)"],"dc:identifier":["http://hdl.handle.net/2142/45300"],"dc:language":["en"],"dc:rights":["Copyright 2013 Sandra Osorio"],"dc:subject":["literature discussions","identity","critical consciousness"],"dc:title":["Promoting critical literacy among emergent bilinguals: an exploration of their identities"],"dc:type":["text"],"thesis:degree_discipline":["Curriculum and Instruction"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:34Z"}