U.S.-Based Strategies for Teaching Literacy and Social-Emotional Competencies to Students from a Variety of Linguistic Backgrounds
DOI:
https://doi.org/10.47941/ejl.2231Keywords:
Pedagogical Strategies, Multicultural Education, Literacy Instruction, ESL Students, Social-Emotional Development, Culturally Responsive Teaching, Interdisciplinary Research.Abstract
Purpose: This study highlights the need of an integrated approach to teaching English as a second language that incorporates culturally sensitive education and social-emotional development. Instructors in culturally responsive classrooms make an effort to understand and respect their students' diverse cultural and language identities.
Methodology: A multiple case study methodology was developed from in-depth interviews with three Chinese-immigrant educators who had their undergraduate degrees in China.
Findings: Helping children build the emotional intelligence and social skills necessary for academic and personal success is the primary objective of socio-emotional learning. Both findings emphasize the need for a more inclusive language teacher training program and for educators to prioritize cultural and social-emotional competency development in their students.
Unique Contribution to Theory, Practice and Policy: This will assist educators in fostering more meaningful literacy learning experiences for students from varied backgrounds, allowing them to better interact with the material and draw from their own cultural identities. Implications for literacy teaching and teacher education for different learners are shown by the outcomes of these research. In the last chapter, we see a number of possible avenues for further study.
Downloads
References
Anon (2023). Culturally Responsive Literacy Instruction and Social–Emotional Teaching Practices for Linguistically Diverse Learners in the United States - ProQuest. [online] Proquest.com. Available at: https://www.proquest.com/openview/2b3f1cdf149031df83b6c6a7fe6a2b6f/1?pq-origsite=gscholar&cbl=18750&diss=y [Accessed 14 Aug. 2024].
Barrio, B.L. (2020). Understanding culturally responsive practices in teacher preparation: an avenue to address disproportionality in special education. Teaching Education, 32(4), pp.1–20. doi:https://doi.org/10.1080/10476210.2020.1796956.
C. Wesley Owens and Wells, S.P. (2021). Elementary Content Teacher Perceptions Regarding Their ELL Instructional Practices. [online] ScholarWorks. Available at: https://scholarworks.waldenu.edu/jerap/vol11/iss1/10/ [Accessed 14 Aug. 2024].
Cho, S., Lee, H.-J. and Herner-Patnode, L. (2020). Factors influencing preservice teachers’ self-efficacy in addressing cultural and linguistic needs of diverse learners. The Teacher Educator, 55(4), pp.1–19. doi:https://doi.org/10.1080/08878730.2020.1805835.
Cruz, R.A., Manchanda, S., Firestone, A.R. and Rodl, J.E. (2019). An Examination of Teachers’ Culturally Responsive Teaching Self-Efficacy. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 43(3), pp.197–214. doi:https://doi.org/10.1177/0888406419875194.
Gunn, A.A., Bennett, S.V., Alley, K.M., Barrera IV, E.S., Cantrell, S.C., Moore, L. and Welsh, J.L. (2020). Revisiting culturally responsive teaching practices for early childhood preservice teachers. Journal of Early Childhood Teacher Education, 42(3), pp.1–16. doi:https://doi.org/10.1080/10901027.2020.1735586.
Hammond, Z. (2021). Liberatory Education: Integrating the Science of Learning and Culturally Responsive Practice. American Educator, [online] 45(2), p.4. Available at: https://eric.ed.gov/?id=EJ1305167.
Larson, A.L., Cycyk, L.M., Carta, J.J., Hammer, C.S., Baralt, M., Uchikoshi, Y., An, Z.G. and Wood, C. (2020). A systematic review of language-focused interventions for young children from culturally and linguistically diverse backgrounds. Early Childhood Research Quarterly, [online] 50(1), pp.157–178. doi:https://doi.org/10.1016/j.ecresq.2019.06.001.
Lindahl, K., Fallas‐Escobar, C. and Henderson, K.I. (2021). Linguistically Responsive Instruction for Latinx Teacher Candidates: Surfacing Language Ideological Dilemmas. TESOL Quarterly, 55(4), pp.1190–1220. doi:https://doi.org/10.1002/tesq.3079.
Moore, A.L., Giles, R. and Vitulli, P. (2021). Prepared to Respond? Investigating Preservice Teachers’ Perceptions of their Readiness for Culturally Responsive Teaching. International Journal for the Scholarship of Teaching and Learning, 15(1). doi:https://doi.org/10.20429/ijsotl.2021.150110.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Mahshad Nasr Esfahani
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
