Archive for the ‘Culturally relevant pedagogy’ Category

Post your personal connections, cultural (mis)understandings, and/or responses to this week’s reading here.

And, again, for those of you who are especially interested in this topic, consider reading/reflecting on the recommended text:

The cultural divide of discourse: Understanding how English-language learners’ primary discourse influences acquisition of literacy. Lydia Mays. The Reading Teacher, 61[5]. 2008.


Added 2/28/11: I came across this short article on listening to our students and, though it doesn’t directly mention ELLs, many of the points included are quite applicable to ESL teaching.


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Enjoy the podcast by Kathryn Au on Culturally Responsive Instruction, which we weren’t able to listen to in class.

And here is this week’s recommended reading (Collier and Thomas) on dual language education.

Looking forward to reviewing your posts on bilingualism/biculturalism.

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Welcome, students of READ 508, Spring 2011! Here’s an interesting and a fun article to jump start our blog discussions, How Language Shapes Thought, from this month’s issue of Scientific American. Bearing this and the week’s assigned articles in mind, how should we, as educators, shape our literacy instruction of ELLs? Share your thoughts…

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This is a post from Elyse:

Today I received an email from IRA regarding Culturally Responsive Classrooms.  The email was a link to the IRA reading radio where Kathy Au discusses many of the topics we are reading about in class.  Many of our online posts we made had topics she mentions on the radio address.  She also gives suggestions to literacy teachers for ways we can make ELL students more comfortable and to have a voice in the classroom.  One point I took from the conversation and that was mentioned in class was: in so many classrooms there is  strong competition and cooperation.  Students must raise their hand to speak and not all voices are heard.  Not all students come from a culture where this is common and as educators we must adjust accordingly.  By using strategies that Au mentions like pair-share allows all students to have a voice and to rehearse their responses.
Here is the link:
It is comforting to know that ‘Reading and the Bicultural/Bilingual student’ is a priority for the International Reading Association.

Thanks, Elyse!

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