Title
Culturally Sustaining Instruction for Arabic-Speaking English Learners
Publication Date
4-27-2020
Document Type
Article
Abstract
Arabic is the second most common home language of English learners in the United States. Educators seek to design culturally sustaining pedagogy to develop Arabic-speaking English learners’ English skills while nourishing their heritage language and affirming their culture's values. The authors report on a series of interviews with three Arabic mothers on their perceptions of North American and Arabic award-winning picture books and their experience of reading with their children. Based on the analysis of the interviews, the authors put forward five culturally sustaining pedagogical possibilities.
Publication Title
The Reading Teacher
DOI
10.1002/trtr.1920
Publisher Policy
Post print (6 month embargo)
Open Access Status
Licensed
Recommended Citation
Louie, B., & Sierschynski, J. (2020). Culturally Sustaining Instruction for Arabic-Speaking English Learners. The Reading Teacher. https://doi.org/10.1002/trtr.1920
