Abstract
There is a need to amplify the voices of English language learners through authentic language and literacy learning using a multifaceted culturally relevant and responsive teaching and learning framework that encompasses social justice. Specifically, framing the chapter through the lens of the sociocultural theory to better recognize, acknowledge, and understand the influence of culturally relevant learning. Culture plays a crucial role in forming identity and agency, so we must rethink the effect of culturally relevant pedagogy by linking principles of learning to the cultural realities of children, families, and communities on literacy. English language learners require more empowering and engaging pedagogy that actively involves them in learning experiences while developing self-efficacy through varied opportunities for academic and linguistic proficiency development to further support them as global scholars. As such, parallels exist in literacy development across diverse people and cultures, specifically the Mexican American culture and the Native Hawaiian culture.
Key Terms in this Chapter
English Language Learners: Most often referred to as ELL’s are students who come from non-English-speaking backgrounds and who typically require modified instruction for English acquisition.
Reflective Journaling: A classroom record of experiences, ideas, or reflections about the learning that is kept regularly by daily writing that entails reflections or experiences from the learning.
Interactive Bilingual Word Walls: The bilingual word wall is a collection of words displayed on a wall alphabetically in large visible print. The word wall is designed to be an interactive tool for students and contains an array of words in multiple languages that may be used to support oral language, vocabulary development, and writing activities.
Dual Language: A form of education in which literacy and content are taught in two languages from pre-kindergarten and may extend through high school.
Immigrants or Newcomers: People who are recent arrivals to the country from a different country of origin.
Graphic Organizers: Visuals that aid in the comprehension of the material or reading.
Digital Media: A variety of digital apparatuses such as electronic tablets, cell phones, electronic books, and web spaces including searching the internet.
Dyad Reading: A fluency and comprehension strategy used with readers and writers who lack fluency. More able readers are paired with less able readers to provide a model of correct reading intonation, pronunciation, prosody, tone, and expression of the reading selection.
Culture: The way groups of people identify through language and customary practices.
Cooperative Learning: A collaborative approach of small group instruction of two to four members that engage in academic tasks.
Culturally Relevant Pedagogical Practices: Instructional practices that students from diverse backgrounds can connect and engage in.
Culturally Relevant Texts: Books in which students’ culture, race, and ethnic background are reflected in the story line. Students are able to relate to the plotline and increase their comprehension of the reading.