Significance of Prior Knowledge Activation: A Close Look at Bilingual Kindergarten Student's Response to a Poem

Authors

  • Dr. Alma D. Stevenson Georgia Southern University

DOI:

https://doi.org/10.56887/galiteracy.31

Keywords:

bilingual, sociocultural backgrounds, prior knowledge activitation

Abstract

This manuscript examines a kindergarten bilingual (Spanish/English) student’s responses to a poem during a two-day writer’s workshop. A detailed description of the student’s illustrated initial response to the poem is compared with the student’s later response after the vocabulary embedded in the poem was discussed. The importance of considering students’ sociocultural backgrounds and activating their prior knowledge as essential parts of instruction is stressed.

Author Biography

  • Dr. Alma D. Stevenson, Georgia Southern University

    Dr. Alama D. Stevenson ([email protected]) has served as an educator of immigrant, special needs, bilingual, and mainstream students since 1993. She is an Assistant Professor at Georgia Southern University where she teaches undergraduate and graduate courses in critical literacy, strategies, assessment, and literacy in the content areas. Her research explores educational policies and develops curricula and socio-cultural strategies that support the science and literacy education of historically underrepresented populations. She is active in a local social justice advocacy group and the regional migrant education program. 

Prior Knowledge Activation (Stevenson, 2014)

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Published

03/30/2014

Issue

Section

Research and Practitioner Articles

How to Cite

Stevenson, A. D. (2014). Significance of Prior Knowledge Activation: A Close Look at Bilingual Kindergarten Student’s Response to a Poem. Georgia Journal of Literacy, 37(1), 14-17. https://doi.org/10.56887/galiteracy.31

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