Document Type

Article

Publication Date

1-1-2015

Journal Title

CATESOL Journal

Volume Number

27

Issue Number

2

First Page

281

Last Page

301

Version

Publisher PDF: the final published version of the article, with professional formatting and typesetting

Disciplines

Language and Literacy Education

Abstract

Much research has been conducted documenting the reading and writing challenges students in precollege courses face (Crosby, 2007; Masterson, 2007). Some colleges label these courses “developmental,” “remedial,” or “basic skills” courses. Th ese “developmental” students comprise both US-born and immigrant pupils from culturally, linguistically, and economically diverse backgrounds (Roberge, Siegal, & Harklau, 2009) and are oft en institutionally marginalized (Blumenthal, 2002), leaving them oft en underprepared when matriculating into credit-bearing college-level courses (Roberge, 2009). In this article, we report on a case study where a community college ESOL (English for Speakers of Other Languages) instructor and three faculty members at a local university worked collaboratively on developing resources to support his struggling readers through leveled, culturally responsive texts. We share a unique approach to mentor texts, employing them both as exemplars for developing reading and writing skills, and also as a means to support avenues for finding “voice.”

Notes

Original publication information: Molina, S. C.,Manasse, M., “Mentor Texts Squared: Helping Students Explore Voice Through Readings That Promote Critical Consciousness”, CATESOL Journal, 2015: 27 (2), 281-301.

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