The Impact of Implementing a Culturally Responsive Latino Poetry Unit to Examine Language, Identity, and Culture in a Middle School Language Arts Classroom

Authors

Kari Loecker, University of Nebraska-LincolnFollow

Date of this Version

7-2016

Document Type

Article

Comments

A THESIS Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Master of Arts, Major: Teaching, Learning and Teacher Education, Under the Supervision of Professor Edmund T. Hamann. Lincoln, Nebraska: July, 2016

Copyright (c) 2016 Kari Loecker

Abstract

The purpose of this practitioner research study was to examine the implementation of a culturally responsive poetry unit in a majority Latino middle school in Nebraska. The experiences of Latino and non-Latino eighth-grade language arts students were documented in an effort to understand the level of engagement and conclusions drawn from the poetry. This study also explores the effectiveness of using a multicultural poetry unit to address state standards. Data sources include student written work, whole-class and individual discussions, pre and post surveys, and daily entries in a teacher research journal. Latino students found the poetry to be representative of their experiences as bicultural and bilingual citizens. Non-Latino students acquired an increased cross-cultural understanding. Additionally, while there did appear to be an increased understanding of poetry and the standards among students, it did not translate to an increased appreciation of poetry.

Advisor: Edmund T. Hamann