Linguistics and Literature Studies Vol. 4(3), pp. 171 - 180
DOI: 10.13189/lls.2016.040301
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Teaching Diversity to Bilingual Children: Mexican-origin Kindergarteners' Discussions about Children's Literature Depicting Non-traditional Gender Roles


So Jung Kim *, Josephia Tinajero
Department of Teacher Education, The University of Texas, USA

ABSTRACT

Despite the significant role of children's literature, little attention has been paid to how picture books depicting non-traditional gender roles can be incorporated in bilingual kindergarten classrooms as a medium to open discussions about gender roles. As part of a large-scale research project on multicultural education, this study investigated literary discussions about picture books depicting non-traditional gender roles to help young bilinguals challenge gender ideologies and gender stereotypes. Implementing a qualitative case study approach, the study focused on 16 five-year-old children of Mexican-origin at a charter school located in Texas. Findings suggest that the use of gender-themed picture books in a bilingual classroom can offer young bilingual children a multitude of opportunities to challenge dominant gender ideologies and develop critical perspectives on gender roles.

KEYWORDS
Gender Roles, Stereotypes, Children's Literature, Mexican-origin Children

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] So Jung Kim , Josephia Tinajero , "Teaching Diversity to Bilingual Children: Mexican-origin Kindergarteners' Discussions about Children's Literature Depicting Non-traditional Gender Roles," Linguistics and Literature Studies, Vol. 4, No. 3, pp. 171 - 180, 2016. DOI: 10.13189/lls.2016.040301.

(b). APA Format:
So Jung Kim , Josephia Tinajero (2016). Teaching Diversity to Bilingual Children: Mexican-origin Kindergarteners' Discussions about Children's Literature Depicting Non-traditional Gender Roles. Linguistics and Literature Studies, 4(3), 171 - 180. DOI: 10.13189/lls.2016.040301.