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Retelling as a culturally responsive strategy for Chamorro students

Catherine Eileen Stoicovy, University of Nebraska - Lincoln

Abstract

The purpose of this qualitative case study was to explore and describe how four fifth-grade Chamorro students from an oral culture used the retelling strategy in their literacy development. Culturally responsive instruction for Chamorro students is a timely issue given the interest in improving the literacy development of children on Guam. Previous research has provided little, if any, research on culturally responsive instruction for Chamorro students. This study helps to initiate the research by focusing on the sociocultural contexts of four Chamorro students' oral and written retelling sessions over a period of four months. ^ Purposive sampling was used to identify four students who matched three criteria established by the researcher: (a) students identified as ethnic Chamorros, born and raised on Guam, (b) students of differing levels of success with reading, and (c) students who were writing below grade level standards. Analysis of data, including classroom observations, interviews, oral and written retellings, and the researchers reflective journal, revealed that retelling in small groups builds on the oral tradition of the Chamorro students and provides a collaborative setting for literacy development compatible with Chamorro culture. ^

Subject Area

Education, Language and Literature|Education, Elementary|Education, Reading

Recommended Citation

Stoicovy, Catherine Eileen, "Retelling as a culturally responsive strategy for Chamorro students" (2000). ETD collection for University of Nebraska - Lincoln. AAI9967408.
http://digitalcommons.unl.edu/dissertations/AAI9967408

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