Abstract
This study explored the use of oral history as an instructional strategy for Emergent Bilinguals (EBs), focusing on its impact on learning outcomes, collaboration, and cultural identity. Focusing on patterns of cultural meanings in learning context related to two frameworks, the sociocultural theory, and the culturally responsive pedagogy, this study examined how oral history reduced students’ linguistic and cultural isolation in academic settings towards the goal of educational success. The findings revealed that the use of oral history methodologies enhanced engagement, language development, critical thinking disposition, and perception of belonging of EB students. There are various themes that emerged in the aforesaid process; out of which, partnership facilitated peer engagement and connection with the community. This article is a piece of general information for educators who need innovative instruction in academic and language development for EB students applying the culturally responsive teaching practice for the needs of the diverse students.
Recommended Citation
Willis, J., & Garcia, M. (2024). Oral History as an Instructional Strategy for Emergent Bilinguals. The Journal of Advancing Education Practice, 5(2). https://openriver.winona.edu/jaep/vol5/iss2/6
