Culturally Sustaining Disciplinary Language and Literacy Instruction for Hmong-American Children

Autor/inn/en	Spycher, Pamela; Girard, Vanessa; Moua, Bao
Titel	Culturally Sustaining Disciplinary Language and Literacy Instruction for Hmong-American Children
Quelle	In: Theory Into Practice, 59 (2020) 1, S.89-98 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2019.1665410
Schlagwörter	Hmong People; Culturally Relevant Education; Elementary School Students; Literacy Education; Teaching Methods; Content Area Reading; Content Area Writing; Academic Achievement; Achievement Gap; Academic Language; Grammar; Cultural Background; Asian American Students; Language Styles; Language Variation; Metalinguistics; Scaffolding (Teaching Technique); Cooperative Learning; Thinking Skills + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Sinnerfassendes Lesen; Schriftliche Übung; Schulleistung; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Grammatik; Asian immigrant; United States; Student; Students; Asiatischer Einwanderer; USA; Schüler; Schülerin; Studentin; Sprachstil; Sprachenvielfalt; Metalanguage; Metasprache; Kooperatives Lernen; Denkfähigkeit
Abstract	Among the many approaches proposed for closing opportunity and achievement gaps is supporting student's academic language development. Often, however, instructional approaches that are more familiar to teachers, such as helping students learn new vocabulary, are prioritized over more complex and less familiar explorations into disciplinary language, such as analyzing how a whole text is organized or identifying grammatical boundaries within sentences and connecting these analyses to disciplinary learning goals. In addition, the cultural and linguistic assets students bring to the classroom, valuable resources for learning, are often neglected in school, depriving students an opportunity to leverage and expand such resources. This article argues for an instructional approach that integrates disciplinary language and literacy teaching with culturally sustaining pedagogy. We synthesize research and theories on the approach and provide illustrative examples with elementary grades Hmong-American children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01