abstract: This study examines ninth graders’ negotiation of meaning with one canonical work, Romeo and Juliet. The study’s sample was 88% Latino at a Title I high school. The study adopts a sociocultural view of literacy and learning. I employed ethnographic methods (participant observation, data collection, interviews, and focus groups) to investigate the teacher’s instructional approaches and the literacy practices used while teaching the canonical work. With a focus on students’ interpretations, I examined what they said and wrote about Romeo and Juliet. One finding was that the teacher employed instructional approaches that facilitated literacy practices that allowed students to draw on their cultural backgrounds, personal lived experiences, and values as they engaged with Romeo and Juliet. As instructional approaches and literacy practices became routine, students formed a community of learners. Because the teacher allowed students to discuss their ideas before, during, and after reading, students were provided with multiple perspectives to think about as they read and negotiated meaning. A second finding was that students drew on their personal lived experiences, backgrounds, and values as they made sense and negotiated the meaning of Romeo and Juliet’s plot and characters. Although the text’s meaning was not always obvious to students, in their work they showed their growing awareness that multiple interpretations were welcomed and important in the teacher’s classroom. Through the unit, students came to recognize that their own and their peers’ understandings, negotiations, and interpretations of the canonical work were informed by a variety of complex factors. Students came to find relevance in the text’s themes and characters to their experiences as adolescents. The study’s findings point to the importance of allowing students to draw from their cultural backgrounds and experiences as they negotiate meaning with texts, specifically canonical ones, and to welcome and encourage multiple meanings in the English classroom. / Dissertation/Thesis / Doctoral Dissertation Curriculum and Instruction 2016
| Identifer | oai:union.ndltd.org:asu.edu/item:38527 |
| Date | January 2016 |
| Contributors | Baez Jr., Felipe J. (Author), Warriner, Doris (Advisor), Anderson, Kate (Committee member), Early, Jessica (Committee member), Gee, Elisabeth (Committee member), Arizona State University (Publisher) |
| Source Sets | Arizona State University |
| Language | English |
| Detected Language | English |
| Type | Doctoral Dissertation |
| Format | 241 pages |
| Rights | http://rightsstatements.org/vocab/InC/1.0/, All Rights Reserved |
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