Addressing the Mismatch through Culturally Responsive Literacy Instruction

Autor/in	Hilaski, Danielle
Titel	Addressing the Mismatch through Culturally Responsive Literacy Instruction
Quelle	In: Journal of Early Childhood Literacy, 20 (2020) 2, S.356-384 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-7984
DOI	10.1177/1468798418765304
Schlagwörter	Culturally Relevant Education; Student Diversity; Reading Instruction; Reading Programs; Program Effectiveness; Faculty Development; Teaching Methods; Social Influences; Cultural Influences; Language Usage; Student Needs; Elementary School Teachers; Elementary School Students; Texas + Suchen Sie Ihr Suchwort? Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Sozialer Einfluss; Cultural influence; Kultureinfluss; Sprachgebrauch; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	The American demographic is drastically changing from a largely white, European-American population to one that is extremely diverse. This shift in demographics has impacted on state schools. Students often experience a cultural shock due to a mismatched monocultural, monlinguistic curriculum in schools. This qualitative study explored the way four Reading Recovery teachers attempted to make their Reading Recovery instruction culturally responsive for their culturally and linguistically diverse students. Through constant comparative analysis of data collected through pre- and post-interviews, bi-weekly professional development sessions and debriefings, reflective journals, and artefacts, it was found that the teachers' practices shifted in three main ways: observation, conversation and instruction. Participating teachers found ways to utilize students' social, cultural and linguistic knowledge to establish links between the familiar and new to make learning to read and write easier for their students. Thinking intentionally about the tenets of culturally responsive teaching as well as students' linguistic, social and cultural knowledge, participating teachers found ways to enact culturally responsive teaching in their Reading Recovery instruction. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01