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Linguistically-Responsive Literacy Pedagogies Across Primary and Secondary Classrooms

Linguistically-Responsive Literacy Pedagogies Across Primary and Secondary Classrooms

Earl Aguilera, Ilana Greenstein, Linda A. Shannon
Copyright: © 2022 |Pages: 20
ISBN13: 9781668456828|ISBN10: 1668456826|EISBN13: 9781668456835
DOI: 10.4018/978-1-6684-5682-8.ch020
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MLA

Aguilera, Earl, et al. "Linguistically-Responsive Literacy Pedagogies Across Primary and Secondary Classrooms." Research Anthology on Applied Linguistics and Language Practices, edited by Information Resources Management Association, IGI Global, 2022, pp. 471-490. https://doi.org/10.4018/978-1-6684-5682-8.ch020

APA

Aguilera, E., Greenstein, I., & Shannon, L. A. (2022). Linguistically-Responsive Literacy Pedagogies Across Primary and Secondary Classrooms. In I. Management Association (Ed.), Research Anthology on Applied Linguistics and Language Practices (pp. 471-490). IGI Global. https://doi.org/10.4018/978-1-6684-5682-8.ch020

Chicago

Aguilera, Earl, Ilana Greenstein, and Linda A. Shannon. "Linguistically-Responsive Literacy Pedagogies Across Primary and Secondary Classrooms." In Research Anthology on Applied Linguistics and Language Practices, edited by Information Resources Management Association, 471-490. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-5682-8.ch020

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Abstract

In this chapter, three educators outline a pedagogical framework for enacting Linguistically Responsive Literacy Pedagogies (LRLP), founded on the sociocultural dimensions of literacy, the multilingual realities of many contemporary educational settings, and the institutional expectations of the teaching profession. The chapter overviews how the LRLP framework has been enacted across three different developmental groups across multiple school sites. The authors bring experiences as classroom teachers, teacher-educators, and school leaders working to understand and support the diverse literacy and language practices of learners in the 21st century. The chapter illustrates how pedagogical approaches that share a commitment to sustaining sociolinguistic diversity and promoting educational equity can be enacted across primary and secondary classrooms to benefit all learners.

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