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    Culturally Responsive Reading Materials in the Middle School Foreign Language Classroom

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    Author
    Roman, Samantha
    Keyword
    Culturally Responsive
    Foreign Language
    Reading Materials
    Linguistic Development
    Sociocultural Understanding
    Assessment
    Date Published
    2019-08-13
    
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    URI
    http://hdl.handle.net/20.500.12648/4837
    Abstract
    A disconnect exists between minority students and their development in linguistics, sociocultural understanding, and achievement on assessments in the middle school foreign language curricula. Therefore, a culturally responsive approach to foreign language reading materials is crucial to ensure academic success for all middle school students. Culturally responsive reading materials have a positive impact on minority students’ linguistic development, sociocultural understanding, and achievement on assessment. My research proposes a professional development to guide educators in developing a culturally responsive mindset, evaluating reading materials, implementing reading materials, and eliciting student feedback. My research recommends that middle school foreign language educators implement culturally responsive reading materials to mitigate the challenges that minority students face in linguistic development, sociocultural understanding and achievement on assessments. Further research is needed on the impact of technology, low-income schools, and access to culturally responsive reading materials.
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    Brockport Education and Human Development Master's Theses

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