What question did this study set out to answer?

The aim is to explore culturally relevant literacy instruction in bilingual book clubs with Latinx students.

January 6, 2026

Students Defining Cultural Relevance: Learning From Text Selection in Bilingual Book Clubs

Key Points

The aim is to explore culturally relevant literacy instruction in bilingual book clubs with Latinx students.
Engaged Latinx fourth and fifth graders in bilingual book clubs using selected picturebooks.
Utilized culturally relevant pedagogy as a framework for analysis.
Assessed student responses and facilitators' engagement during book discussions.
Student discussions revealed connections to texts around issues of racism and immigration.
There were both engaging and disengaging student experiences with selected texts.
Emphasizes the importance of including student perspectives in cultural relevance.

Abstract

ABSTRACT This study explored culturally relevant literacy instruction through bilingual book clubs with Latinx fourth and fifth graders at a dual‐language elementary school. Using the framework of culturally relevant pedagogy—academic success, cultural competence, and critical consciousness—we examined students' responses to Spanish‐English bilingual picturebooks by Latinx authors. Analysis of book discussions revealed how students connected with texts and how facilitators either supported or missed chances for deeper engagement. Cultural relevance goes beyond matching books to cultural labels and should instead reflect students' experiences. Some texts sparked personal and critical conversations on racism, immigration, and language, while others fell flat, highlighting the complexity of Latinidad. This study emphasizes the role of student voice in cultural relevance and calls for a more nuanced view of culture in literacy instruction.

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