More being, different doing: Illuminating examples of culturally relevant literacy teaching

IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Journal of Adolescent & Adult Literacy Pub Date : 2024-02-15 DOI:10.1002/jaal.1329
Ambyr Rios, Sharon D. Matthews, Sydney Zentell, Ashlynn Kogut
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Abstract

Preparing literacy teachers for culturally relevant teaching is increasingly critical amidst growing student diversity and pandemic-associated learning needs. However, despite the prevalence of existing reporting on culturally relevant literacy teaching, there remains a disconnect between the theoretical conception and realized implementation of this work in literacy classrooms. Operationalizing the praxis of culturally relevant literacy teaching has remained elusive due to the contextualized and adaptive nature of the practice. This literature review aims to demystify this praxis by particularizing and grounding the theories and ideas that support culturally relevant teacher practices in literacy and offer examples for preservice and in-service practice. We conducted a rapid review of 72 articles to explore how culturally relevant literacy teaching has been included in teacher preparation and teaching. Findings include six categories of culturally relevant literacy practices in preservice teacher education and three in in-service teaching. Results point toward a needed shift away from a curricular focus of this work to one that is pedagogical and student-centered.

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做得更多,做得不同:文化相关扫盲教学的启示性实例
在学生日益多样化和与流行病相关的学习需求日益增长的情况下,培养扫盲教师进行与文化相关的教学日益重要。然而,尽管有关文化相关扫盲教学的现有报告很普遍,但在扫盲课堂上,这项工作的理论构想与实际实施之间仍然存在脱节。由于文化相关识字教学的实践具有情境性和适应性的特点,因此其实践的可操作性仍然难以捉摸。本文献综述旨在通过对支持文化相关识字教学实践的理论和观点进行具体化和基础化,为教师职前和在职实践提供范例,从而揭开这一实践的神秘面纱。我们对 72 篇文章进行了快速审阅,以探讨如何将文化相关性扫盲教学纳入教师培训和教学中。研究结果显示,在职前教师教育中有六类与文化相关的扫盲实践,在职教学中有三类与文化相关的扫盲实践。研究结果表明,这项工作需要从以课程为中心转向以教学和学生为中心。
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来源期刊
Journal of Adolescent & Adult Literacy
Journal of Adolescent & Adult Literacy EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.20
自引率
11.10%
发文量
54
期刊介绍: The Journal of Adolescent & Adult Literacy is the only literacy journal published exclusively for teachers of older learners. Each issue offers practical, classroom-tested ideas grounded in research and theory. Whether you work with new, struggling, or skilled readers, you’ll find something of interest in JAAL. Every issue includes •Practical ideas for instruction •Reviews of student and teacher resources, including young adult literature •Tips on how to integrate technology, media, and popular culture in your classroom •Reflections on current literacy trends, issues, and research
期刊最新文献
Issue Information Social annotation and dialogic teaching and learning in English language arts How teachers accommodate digital multimodal communication in pedagogy: A review of Designing Learning for Multimodal Literacy—Teaching Viewing and Representing Poetry unveiled: Multimodality and aesthetic responses as a fresh approach to teaching and reading verse Using positioning theory to investigate the participation of culturally and linguistically diverse adolescent students in classroom discussion
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