Abstract
A third-grade Mexican American boy, failing in school, proved to be an apt and avid reader-learner when instructional talk was related to recurrent themes in his daily life. However, classroom discourse failed to support his attempts at sharing his cultural “take” on everyday occurrences. The study suggests that instructional talk can be modified in ways that invite and involve learners' lives, thus informing teachers and allowing them to engage learners more fully in school and learning.
Full Text
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