Creating Culturally Supportive Settings That Foster Literacy Development: Guidance for SLPs

2021 ◽  
pp. 1-12
Author(s):  
Carrie Knight ◽  
Kyomi Gregory ◽  
Kristin Nellenbach
Keyword(s):  
Literacy Development ◽  
Culturally Relevant ◽  
Literacy Practices ◽  
Support Service ◽  
Clinical Experiences ◽  
Cultural Backgrounds ◽  
Culturally Diverse Students ◽  
High Expectations ◽  
Literature Base ◽  
Fundamental Research

Purpose The purpose of our tutorial is to provide a set of fundamental, research-based guidelines for speech-language pathologists (SLPs) who want to begin the process of creating culturally supportive settings that foster adolescent literacy development. Method Pertinent literature related to culturally relevant literacy practices for SLPs is reviewed. SLPs perceived barriers to providing general literacy services in schools and levels of cultural competence are identified, along with articles that support service ideas to meet the literacy-based needs of culturally diverse students on our caseloads. Results Drawing on the literature base and our collective research and clinical experiences, we propose four key guidelines SLPs can adopt to support their initial efforts in building culturally supportive settings: develop a shared vocabulary and accompanying concepts, curate and use culturally relevant texts, establish ongoing dialogue with key groups, and set high expectations. Conclusions SLPs are in a unique position to provide services that enable students from all cultural backgrounds to successfully support literacy development. Clinical applications of the guiding principles are provided.

The (im)materiality of literacy in early childhood: A socio-material approach to online and offline events

2021 ◽  
pp. 1476718X2098385
Author(s):  
Alejandra Pacheco-Costa ◽  
Fernando Guzmán-Simón
Keyword(s):  
Early Childhood ◽  
Literacy Development ◽  
Research Method ◽  
Literacy Practices ◽  
Literacy Studies ◽  
Hybrid Nature ◽  
Ethnographic Approach ◽  
The Way

Among the recent approaches to literacy incorporated into Literacy Studies, the concept of (im)materiality has enabled researchers to delve into the fluid and hybrid nature of contemporary literacy practices in early childhood. Our research explores the (im)materiality of literacy practices from the perspectives of space, screen mediation, artefacts and embodiment. The research focuses on the (im)material nature of the literacy practices carried out in different spaces, and its relevance in the making of meaning by children. The research method is based on an ethnographic approach. The results show the children’s embodiment of their literacy practices, and the way in which they create and interact with space and make meaning from their (im)material practices. These practices raise questions about their inclusion in current literacy development in schools.

A Place of Hope and Healing: Culturally Relevant Teacher Education at a Tribal College

2021 ◽  
pp. 002205742110394
Author(s):  
Alice C. Ginsberg ◽  
Marybeth Gasman ◽  
Andrés C. Samayoa
Keyword(s):  
Teacher Education ◽  
Native American ◽  
Culturally Relevant ◽  
Teacher Education Program ◽  
Tribal College ◽  
Original Research ◽  
Clinical Experiences ◽  
Native Communities ◽  
History Of ◽  
American Schools

This article draws upon original research about a teacher education program at a Tribal College located in rural Montana that integrates culturally relevant pedagogy across its coursework and clinical experiences while calling attention to widespread trauma in Native communities based on a history of forced assimilation. We end with recommendations for how all teacher education programs can better prepare candidates to work in Native American schools and communities.

Culturally Relevant Pedagogy 20 Years Later: Progress or Pontificating? What Have We Learned, and Where Do We Go?

2017 ◽  
Vol 119 (1) ◽  
pp. 1-32 ◽  
Author(s):  
Tyrone C. Howard ◽  
Andrea C. Rodriguez-Minkoff
Keyword(s):  
Culturally Relevant Pedagogy ◽  
Culturally Diverse ◽  
Culturally Relevant ◽  
Diverse Students ◽  
Professional Literature ◽  
Culturally Diverse Students ◽  
Background Context ◽  
Relevant Pedagogy

Background/Context In this paper, the authors discuss the concept of culturally relevant pedagogy 20 years after its introduction to the professional literature. Purpose/Focus The authors discuss key tenets of culturally relevant pedagogy, examine empirical examples of it, and make recommendations on how the concept may inform and influence the outcomes of culturally diverse students.

Teacher Candidates' Perceptions of Technology Used to Support Literacy Practices

2017 ◽  
pp. 1950-1973
Author(s):  
Donna Glenn Wake
Keyword(s):  
Teacher Education ◽  
Literacy Development ◽  
Teacher Candidates ◽  
Digital Storytelling ◽  
Literacy Practices ◽  
Teacher Education Candidates ◽  
K 12 ◽  
Student Inquiry

This study explores teacher education candidates' perceptions of technologies used to support K-12 student literacy development. Candidates selected technologies for future adoption based on impressions of each technology's ability to support student literacy development. Technologies included broad-based applications (blogs, wikis, podcasts, digital storytelling) as well as more specific applications (Prezi, Glogster, Voicethread). Results indicate that candidates selected first those technologies they saw as useful in presenting content in a teacher-directed paradigm. They then considered technologies that allowed for student authoring and manipulation representing more student inquiry-based approaches. Data were disaggregated for secondary versus elementary candidate populations.

scholarly journals Collaborative action research: Building authentic literate practices into a foreign language program

2011 ◽  
pp. 29
Author(s):  
Theresa Austin ◽  
Mark Blum
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Collaborative Action Research ◽  
Cultural Backgrounds ◽  
Action Research Project ◽  
Language Program ◽  
Literate Practices ◽  
Authentic Literacy

Two university professors collaborate to carry out an action research project on literacy in a world language program. This article reports on their negotiations to define literacy, how they adapt the use of texts to the cultural backgrounds and interests of their learners and integrate native speakers in a community that builds various understanding of texts through discussion. Our collaborative process provides one example of how action research can systematically inform teaching and learning to build authentic literacy practices in a second or foreign language program.

Home and Clinical Literacy Practices for Children With Cleft Lip and Palate

2020 ◽  
Vol 57 (10) ◽  
pp. 1216-1229
Author(s):  
Therese K. Porod ◽  
Brenda K. Gorman
Keyword(s):  
Literacy Development ◽  
Reading Disabilities ◽  
Cleft Lip ◽  
Literacy Practices ◽  
Cleft Lip And Palate ◽  
Reading Difficulties ◽  
Home Literacy ◽  
Clinical Practices ◽  
Speech Language Pathologists ◽  
Online Surveys

Objective: The purpose of this study was to examine experiences and practices related to supporting literacy development and preventing reading difficulties in children with cleft lip and/or palate (CL/P). Methods: Via online surveys, 67 respondents including 35 parents/guardians of children with CL/P and 32 speech-language pathologists (SLPs) answered questions about home literacy practices, clinical practices, and perceptions of SLPs’ role in literacy. Results: The variability in responses highlights both the positive contributions of parents/guardians and SLPs in supporting literacy development and preventing reading disabilities in children with cleft and the need for increased education and efforts to meet their literacy needs.

Teacher Candidates’ Perceptions of Technology Used to Support Literacy Practices

2013 ◽  
pp. 220-242 ◽  
Author(s):  
Donna Glenn Wake
Keyword(s):  
Teacher Education ◽  
Literacy Development ◽  
Teacher Candidates ◽  
Digital Storytelling ◽  
Literacy Practices ◽  
Teacher Education Candidates ◽  
K 12 ◽  
Student Inquiry

This study explores teacher education candidates’ perceptions of technologies used to support K-12 student literacy development. Candidates selected technologies for future adoption based on impressions of each technology’s ability to support student literacy development. Technologies included broad-based applications (blogs, wikis, podcasts, digital storytelling) as well as more specific applications (Prezi, Glogster, Voicethread). Results indicate that candidates selected first those technologies they saw as useful in presenting content in a teacher-directed paradigm. They then considered technologies that allowed for student authoring and manipulation representing more student inquiry-based approaches. Data were disaggregated for secondary versus elementary candidate populations.

Using Postmodernism to Effectively Teach in Diverse Settings

2021 ◽  
pp. 239-253
Author(s):  
Rollin D. Nordgren
Keyword(s):  
Culturally Responsive Teaching ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
Culturally Relevant ◽  
Life Experiences ◽  
Responsive Teaching ◽  
Cultural Backgrounds ◽  
Culturally Relevant Curriculum

The challenges brought to classrooms are often exacerbated by a mismatch between teachers' cultural backgrounds and those of their students. This incongruity can be overcome through the use of culturally responsive teaching practices and the integration of culturally relevant curriculum. This chapter suggest the adoption of a postmodern mindset can also aid teachers in meeting the needs of all their students, particularly those with differing life experiences from their own. The author uses a postmodern framework for education that is adopted from Finland and aligns this with the tenets of culturally responsive teaching and also suggests the framework's alignment to culturally relevant curriculum.

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