This study examines culturally responsive pedagogy across the fields of special education, multicultural literacy education, and teaching English language learners. A systematic review of recommendations identified culturally responsive practices in five key areas: dialogue, collaboration, visual representation, explicit instruction, and inquiry. Educators are encouraged to adopt a critical and responsive stance that incorporates students' cultural knowledge and lived experiences when implementing these recommendations. Creating classrooms that promote culturally responsive and effective instruction is grounded in the definition of literacy as a social practice and leads to more equitable learning opportunities in all areas.
This article presents the results of two studies; the first of which offers insight into how three African American boys did and did not utilize a critical literacy stance to interpret texts while the second gives specific suggestions for how teachers might select and use texts in ways that foster students' critical literacy abilities. Results from the first study suggest that the boys enjoyed reading texts that fit their definitions of the world around them. They did not view their ideas as open to question or change, and they seemed to view ideas in texts as either accurate or inaccurate interpretations of the world. Results from the second study suggest that teachers believe there are a number of ways they can use texts to help students question their own ideas, the ideas that dominant society, and the actions that they engage in. تقدّم هذه المقالة نتائج دراستين الأولى تقدّم النظرة إلى كيف ثلاثة شباب أمريكيين‐أفارقة استخدموا أو لم يستخدموا موقف معرفة القراءة والكتابة النقدي كي يفسّروا النصوص. أمّا الدراسة الثانية فتقدّم اقتراحات محدّدة تجاه كيف قد يختار الأساتذة الصوص ويستخدمونها في طرق تنشئ قدرات معرفة القراءة والكتابة لدى الطلاّب. وتشير النتائج من الدراسة الأولى إلى أن الشباب استمتعوا بقراءة النصوص التي تناسب تعريفاتهم بالعالم الذي حولهم ولم يروا أفكارهم معرّضة للسؤال أو للتحوّل وعلى ما يبدو أنّهم رأوا الأفكار في النصوص كأنّها تفسيرات صادقة أو غير صادقة للعالم. وتشير النتائج من الدراسة الثانية إلى أن الأساتذة يعتقدون أن هناك طرق عديدة يستطيعون بها أن يستخدموا النصوص من أجل مساعدة الطلاّب في تشكيك أفكارهم الخاصة والأفكار المهيمنة في المجتمع والأنشطة التي يقومون بها. 本文展示两个研究的结果:第一个研究深入了解三名美籍非洲男童在解读篇章时,如何采取或不采取批判式的读写立场。第二个研究为教师提供明确建议,指导他们如何选取和运用教材篇章,以加强学生的批判式读写能力。第一个研究的结果显示:该三名男童喜欢阅读符合他们对自己周遭世界所下的定义的篇章。他们并不认为自己的意见可以接受公开质疑或改变。他们似乎认为文章中所表达的意见,只有正确与不正确的现实世界解读之分。第二个研究的结果显示:教师都相信他们可以运用许多种方法,利用文本教材,指導学生在学生自己的想法、主流社会所采取的想法,和学生自己所采取的行为等方面作质疑问难。 Cet article présente les résultats de deux études. La première indique comment trois garçons afro‐américains utilisent ou n'utilisent pas une position de littératie critique pour interpréter des textes, tandis que la seconde apporte des suggestions spécifiques sur la façon dont les enseignants pourraient sélectionner et utiliser les textes de façon à renforcer les compétences de littératie critique des élèves. Les résultats de la première étude suggèrent que les garçons aiment lire des textes qui correspondent à la définition qu'ils ont du monde. Ils ne considèrent pas que leurs idées pourraient être mises en question ou changées, et pour eux les idées que l'on trouve dans les textes sont des interprétations du monde qui sont exactes ou inexactes. Les résultats de la seconde étude suggèrent que les enseignants considèrent qu'ils peuvent utiliser les textes de différentes façons pour aider les étudiants à mettre en question leurs propres idées, les idées dominantes dans la société, et les actions dans lesquelles ils s'engagent. В данной статье представлены результаты двух исследований, в первом из которых авторы изучали поведение трех юных афроамериканцев, которые либо применяли...
How do formative reading assessments influence educators' ability to assess readers' understandings in culturally responsive ways? This study examines three formative reading assessments to explore the capacity of each measure to fairly represent readers' understandings without being influenced negatively by social and cultural diversity. The guiding question is "How do these three formative assessments inform and support culturally responsive literacy instruction?" Participants in this study include 10 young adolescent African American male readers. Data collection and analysis took place in a Midwestern urban university in the United States and makes use of a cross case comparison format. Interviews reveal that readers are the best informants regarding their own understandings about texts. Comprehension questions and retellings reveal discrepancies across readers' understandings. It is crucial that students are given the benefit of responsive assessments in order to accurately demonstrate academic strengths and areas of instructional need.
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