期刊名称：Children's Literature in English Language Education
电子版ISSN：2195-5212
出版年度：2021
卷号：9
期号：1
页码：32-56
出版社：CLELEjournal
摘要：This article focuses on using multicultural literature with a class of heritage language learners in the third grade. In this qualitative study, a class of Korean American children’s responses to multicultural picturebooks are examined by means of discourse analysis. The context for the study was a Korean heritage language school classroom in the United States. Using Critical Race Theory (CRT) as a guiding lens, this study aims to illuminate the influence of multicultural picturebooks on children’s identity formation and the development of values and beliefs about equality, diversity, and inclusion. Eight multicultural picturebooks (three Asian American, two Mexican American, two African American, and one Indigenous Canadian) were introduced. The findings reveal that these picturebooks had six different roles during lessons: fostering positive self-esteem, developing intercultural competence, challenging biases and stereotypes, developing cross-cultural friendship, promoting critical consciousness and perspectives, and facilitating sympathy and empathy. These findings have implications for educators of culturally and linguistically diverse children and would indicate that multicultural picturebooks have affordances as a powerful pedagogical tool. These literary formats provide children with experiences through stories that function as mirrors, windows, and sliding glass doors (Sims Bishop, 1990) which enhance their cultural identities and foster cultural diversity.
关键词：multicultural picturebooks; critical race theory; Korean American bilingual students; heritage language school; discourse analysis
