High Impact Practices Student Showcase Fall 2024

What is the impact of bilingual reading and inclusivity to young students?

What is the impact of bilingual reading and inclusivity to young students?

Streaming Media

Course Code

LDR

Course Number

2002

Faculty/Instructor

Stephen OConnell

Faculty/Instructor Email

stephen.oconnell@ucf.edu

About the Author

Phia Tse and Miguel Torres are LEAD scholars at UCF. They both met in their first year class through a group project. From the project, they found a common purpose of inclusivity with multilingual speakers. Both classmates have family that know English as a second language. They wanted to share inclusivity with multilingual students. They were able to contact some schools to share inclusivity with multilingual students, and eventually started reading in Spanish and English to the Creative School for Children at UCF. They have been reading every other week in the next following Spring and Fall semesters.

Abstract, Summary, or Creative Statement

The Bilingual Reading at the Creative School for Children was initiated as the group project for our LDR 2001 class. Our project was to find an organization that aligned with our values and had an issue we would like to bridge. We chose reading in different languages to children because we remember what it is like to be different, and the lasting effect it has on a child. Reading in multiple languages increases diversity awareness and educates children in understanding multiple languages through an increase in plasticity (Abbas, 2018). We used the Social Change Model of Leadership to navigate and create this project and we also implemented it through the readings. Results showed student engagement, assisting with literacy rates, increased knowledge of diversity.

Keywords

inclusivity, diversity, bilingual, community

What is the impact of bilingual reading and inclusivity to young students?


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