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

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.