This article addresses a growing call for the use of more culturally relevant texts and pedagogy in classrooms. We present how a teacher sharing power with emergent bilingual (EB) students during read-aloud discussions with culturally relevant texts supports EB students’ literacy opportunities. These opportunities include (1) initiating new topics in the discussions, (2) providing cognitive or linguistic supports for one another, (3) using multilingual abilities to identify vocabulary, and (4) using cultural knowledge to make spontaneous inferences. For each of these four opportunities, we discuss (a) how power is shared by the teacher with her EB students, (b) how sharing power opens learning opportunities for others, (c) how the culturally relevant text supports the learning opportunities, and (d) how students are positioned in the discussion. Finally, we present how teachers can share power, and choose culturally relevant texts that will facilitate these learning opportunities, in their own classrooms.

中文翻译：

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与初出茅庐的双语学生分享朗读的力量

本文提出了在课堂中使用更具文化相关性的文本和教学法的日益增长的呼声。我们展示了在与文化相关的文本的朗读讨论期间，教师如何与新兴的双语 (EB) 学生分享权力，以支持 EB 学生的识字机会。这些机会包括 (1) 在讨论中发起新话题，(2) 为彼此提供认知或语言支持，(3) 使用多语言能力来识别词汇，以及 (4) 使用文化知识进行自发推理。对于这四个机会中的每一个，我们讨论 (a) 教师如何与她的 EB 学生分享权力，(b) 分享权力如何为他人打开学习机会，(c) 与文化相关的文本如何支持学习机会，以及(d) 学生在讨论中的定位。