Clinical Issues: Using Children’s Literature to Promote Positive Self-Identity in Culturally/Linguistically Diverse Students Kelly Smyer, the lead author, is a fifth grade teacher at a school serving Hispanic and African American students, the majority of whom are eligible for free and reduced lunch. Children with language learning disabilities are typically fully included in her general education classroom. Few students in the class ... Clinical Issues
Clinical Issues  |   July 01, 2005
Clinical Issues: Using Children’s Literature to Promote Positive Self-Identity in Culturally/Linguistically Diverse Students
Author Affiliations & Notes
  • Kelly Smyer
    Navajo Elementary School, Albuquerque, NM
  • Carol Westby
    Center for Family and Community Partnerships, University of New Mexico-Albuquerque
Article Information
Cultural & Linguistic Diversity / Clinical Issues
Clinical Issues   |   July 01, 2005
Clinical Issues: Using Children’s Literature to Promote Positive Self-Identity in Culturally/Linguistically Diverse Students
SIG 1 Perspectives on Language Learning and Education, July 2005, Vol. 12, 22-25. doi:10.1044/lle12.2.22
SIG 1 Perspectives on Language Learning and Education, July 2005, Vol. 12, 22-25. doi:10.1044/lle12.2.22
Kelly Smyer, the lead author, is a fifth grade teacher at a school serving Hispanic and African American students, the majority of whom are eligible for free and reduced lunch. Children with language learning disabilities are typically fully included in her general education classroom. Few students in the class have age appropriate language and literacy skills. Spanish is the first language for a number of students. Many children live in single-parent homes, and a number of children are reared by relatives because parents are incarcerated. Gang members target many of the students for initiation because one or more family members are involved with gangs. Carol Westby is a consultant in the classroom. This article is a report on their experiences using literature in Kelly’s classroom; accordingly “I” refers to Kelly and the referents for “we” are Kelly and Carol.
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