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The purpose of this paper is to show that through reading aloud, elementary ESL students can build relationships with younger students and make an intercultural connection within their school community. The interaction between the readers and their audience can change dramatically if the readers are aware of the reading strategies that they bring into their reading to make it engaging. By reflecting on their own process of making connections and by using reflective portfolios, ESL students can begin to discover what kind of connections they are making and develop an awareness of how it is happening.

As teachers how can we make this possible when teaching elementary students? What can teachers do to help their students learn how to communicate more effectively within their own school culture? What processes do students need to go through when reading aloud in order to successfully communicate across cultures? These are some of the questions that will be explored in this paper.


Curriculum and Instruction | Education