Culturally Responsive Literacy Instruction: How Is It Reflected in the Literature?

Autor/inn/en	Dukes, Charles; Ming, Kavin M.; Finnegan, Lisa A.; Miller, Katie M.
Titel	Culturally Responsive Literacy Instruction: How Is It Reflected in the Literature?
Quelle	In: Multicultural Learning and Teaching, 18 (2023) 1, S.7-31 (25 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dukes, Charles)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2194-654X
DOI	10.1515/mlt-2020-0002
Schlagwörter	Culturally Relevant Education; Literacy Education; Literature Reviews; Teaching Methods; Educational Practices; Elementary Secondary Education; Higher Education + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	The theoretical base for culturally responsive practices is well established. This strong foundation can be strengthened through the identification and description of the empirical work demonstrating the utility of these practices when used to promote skill development in children. The purpose of this qualitative review of the literature was to identify empirical studies that implemented a culturally relevant literacy practice. Twelve journals that publish work in reading/literacy were selected for review, between 2006 and 2018. Articles were coded using a system based on the culturally responsive framework identified from the extant literature detailing the theoretical base for culturally responsive pedagogy. Nineteen articles met inclusion criteria for the review. Three themes emerged related to teaching and learning. Teachers often utilized materials that were culturally specific as a part of their instruction. Students tapped into their cultural identities/backgrounds as a framework to build meaning and used their home language in class to ease discussion or reflection on readings. Implications for research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01