ABSTRACT Spanish-English emergent bilingual children’s range of sociocultural and linguistic knowledge have typically gone devalued in relation to school literacy curricula. This case study examines how emergent bilingual children in a second grade one-way immersion dual language classroom draw on their prior cultural-experiential knowledge and dynamic linguistic resources to participate meaningfully during discussions of three authentic fiction texts in Spanish, each with a different level of cultural relevance. Data sources include child data and observational field notes from nine literature discussions of the texts, teacher interview data about discussions, and children’s ratings of each text on an adaptation of Ebe’s Cultural Relevance Rubric (2010). The examination of how children utilized prior knowledge and bilingual practices in relation to texts determined by the children and teacher to have different levels of cultural relevance, and the focus on discussions of texts in Spanish in a Spanish literacy instructional context are unique. Findings suggest that facilitated discussions of a Spanish text with high cultural relevance and within a flexible linguistic space may provide emergent bilingual children with optimal opportunities to employ prior cultural-experiential resources to participate meaningfully in literature discussions.

中文翻译：

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与新生双语儿童的文学讨论中的文化相关性和语言灵活性

摘要 相对于学校扫盲课程，西英双语儿童的社会文化和语言知识范围通常被贬低。本案例研究探讨了二年级单向浸入式双语课堂中的双语新生儿童如何利用他们先前的文化体验知识和动态语言资源有意义地参与讨论三个真实的西班牙语小说文本，每个文本都有不同的水平文化相关性。数据来源包括来自九个文本文献讨论的儿童数据和实地观察笔记、关于讨论的教师访谈数据，以及儿童对改编自 Ebe 的文化相关性评分标准 (2010) 的每篇文本的评分。检查儿童如何利用与儿童和教师确定的具有不同文化相关性的文本相关的先前知识和双语实践，以及在西班牙扫盲教学环境中对西班牙语文本的讨论的重点是独一无二的。研究结果表明，在灵活的语言空间内对具有高度文化相关性的西班牙语文本进行便利的讨论，可以为初出茅庐的双语儿童提供最佳机会，使他们能够利用先前的文化体验资源有意义地参与文学讨论。