Converging Recommendations for Culturally Responsive Literacy Practices: Students with Learning Disabilities, English Language Learners, and Socioculturally Diverse Learners

Autor/inn/en	Piazza, Susan V.; Rao, Shaila; Protacio, Maria Selena
Titel	Converging Recommendations for Culturally Responsive Literacy Practices: Students with Learning Disabilities, English Language Learners, and Socioculturally Diverse Learners
Quelle	In: International Journal of Multicultural Education, 17 (2015) 3, S.1-20 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5267
Schlagwörter	Culturally Relevant Education; Special Education; Literacy Education; Learning Disabilities; English Language Learners; Socioeconomic Status; Cultural Differences; Student Diversity; Cultural Influences; Teaching Methods; Theories; Literature Reviews; Coding; Cooperation; Technology Uses in Education; Visual Aids; Inquiry + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Learning handicap; Lernbehinderung; Socio-economic status; Sozioökonomischer Status; Kultureller Unterschied; Cultural influence; Kultureinfluss; Teaching method; Lehrmethode; Unterrichtsmethode; Theory; Theorie; Codierung; Programmierung; Co-operation; Kooperation; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Anschauungsmaterial
Abstract	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. (As Provided).
Anmerkungen	International Journal of Multicultural Education. Eastern University, 1300 Eagle Road, St. Davids, PA 19087. Tel: 610-341-1597; Fax: 484-581-1276; e-mail: ijme@eastern.edu; Web site: http://www.ijme-journal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01