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Demystify Teaching Reading to Struggling Adolescent Learners: The Culturally Universal Teaching Framework

Demystify Teaching Reading to Struggling Adolescent Learners: The Culturally Universal Teaching Framework

Lynn R. Daniel (Tolleson Union High School District, USA)
Copyright: © 2023 |Pages: 14
DOI: 10.4018/978-1-6684-3632-5.ch005
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Abstract

In this chapter, the author discusses the culturally universal teaching framework, a conceptual framework developed by the author. The study formulates an idea about how evidence-based approaches for teaching language literacy, or linguistic skills, can be taught alongside content-area disciplines to adolescents who struggle with language literacy skills to improve linguistics and content-area pedagogy and learning outcomes. Language literacy proficiency rates for adolescents in the United States and global classrooms and schools continue a downward trend. Struggling adolescents require certain pedagogy to unlock essential skills for decoding, comprehending, and encoding text. Culturally universal teaching is based on the tenets of reading science and culturally responsive teaching to enhance learning outcomes for students from diverse backgrounds.
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Theoretical Assumptions: A Discussion Of The History Of Culturally Relevant Teaching And Reading Science Pedagogy

Culturally relevant teaching, also called responsive teaching, is a teaching approach that is based on teachers' cultural competence, or one's ability to teach in a cross-cultural or international setting (Daniel, 2021; Hammond, 2015; Ladson-Billings, 2014; Muhammad & Hollie, 2012; Paris & Alim). Ladson-Billings proposed three main components of Culturally Relevant Pedagogy as the ability to focus on student learning and academic success, the ability to develop students’ cultural competence for positive ethnic and social identities, and the ability to support students’ critique of inequities. When teachers use culturally responsive frameworks, teachers encourage students to analyze the things they are learning through the lens of their own culture. Culturally relevant teaching engages specialized pedagogy to help learners improve skills. Hammond defines culturally responsive teaching in this way:

Culturally responsive teaching (CRT) is one of our most powerful tools for helping students find their way out of the gap. A systematic approach to culturally responsive teaching is the perfect catalyst to stimulate the brain’s neuroplasticity so that it grows new brain cells that help students think in more sophisticated ways. I define culturally responsive teaching as an educator’s ability to recognize students’ cultural displays of learning and meaning making and respond positively and constructively with teaching moves that use cultural knowledge as a scaffold to connect what the student knows to new concepts and content in order to promote effective information processing. All the while, the educator understands the importance of being in a relationship and having a social-emotional connection to the student in order to create a safe space for learning (p.15).

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