Socorro García-Alvarado
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María Guadalupe Arreguín
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José Agustín Ruiz-Escalante
This study explores communication and retelling skills that are revealed after Mexican-American preschoolers engaged in culturally sensitive read alouds. Participants, highlighted in this article, included two four-year-old preschool children in a Spanish/English dual language classroom. The children selected culturally relevant texts and engaged in story retellings with their respective parent. The findings indicate that children co-constructed Zones of Proximal Development (ZPDs) in response to their parents' caring moves. Participants responded as cared-fors and carers as evident in their use of memorization skills and attention to detail to appropriate vocabulary and effectively retell a story. Additionally, preschoolers extended their ZPDs through imagination and inferencing by inserting events into the narrative and reading between the lines to expand and enrich the original stories. These findings have implications for reframing the way in which educators capitalize on young children's communication skills.
“My Students Are My Most Excellent Teachers”: Preparing Teachers for the Diné Dual Language Classroom
