Caught between regulations and meaning: Fifth grade students and their teachers respond to multicultural children's literature

Many students are being taught by teachers who have little background in the children's culture and language. This study explored how authentic ethnic literature could supplement core curriculum in the classroom in an effort to help teachers and students connect across their cultural and linguistic differences. This was a study of fifth-grade students' responses to two different types of text. The two White (not Hispanic or Latino) fifth-grade teachers read aloud all stories to their classes of predominantly Mexican-American students. Following each whole-group read-aloud lesson, each teacher gave six students in their respective classes an opportunity to meet as a small group. The purpose of this study was to examine the influence of the basal reading program on the teacher-led whole group discussions and the differences between whole group and peer group literature discussions of two different types of text. The eight-month research process revealed answers to these questions that can be contextualized in the light of the influence of laws, district mandates, and scripted curriculum.;Both fifth-grade teachers relied on core curriculum directives when reading aloud and leading whole class literature discussions around multicultural stories included in the basal. Pacing demands eclipsed expansion of literary understanding negotiated between teachers and students during class discussions. However, implementation of the core curriculum varied significantly between the two classrooms.;Latino picture book read-alouds and discussion reflected a transfer of core curriculum directives. Peer group discussions demonstrated similarities to whole class discussions with regard to topics of discussion. Significant differences between peer group discussions and whole class discussions included negotiation of meaning among students, sophisticated critique of illustrations and sustained reading for enjoyment. Peer group discussions of Latino picture books were characterized by enthusiastic reading and playing with Spanish text together with shared understanding of story situations which resulted in students personal connections to story text.;This study found that teachers' dependency on core curriculum influenced their use of children's literature in the classroom. In addition, students benefitted from participating in peer group literature discussions and the use of culturally relevant texts.