scholarly journals INTEGRATING MULTIPLE INSTRUCTIONAL MEDIUMS TO TEACH CRITICAL LITERACY WITH ADULT LINGUISTICALLY DIVERSE LEARNERS

2018 ◽  
Vol 7 (1) ◽  
pp. 17
Author(s):  
Kaemanje Thomas
Keyword(s):  
Cultural Capital ◽  
Critical Literacy ◽  
Reading Skills ◽  
Tertiary Education ◽  
Developmental Reading ◽  
Linguistically Diverse ◽  
The United States ◽  
First Year ◽  
Critical Reading ◽  
Diverse Learner

Critical reading is the apex of tertiary education and the chief focus in higher education courses as they prepare adults for the workforce. Without significant improvements in academic preparation and support, many linguistically diverse [LD] students will have higher drop out rates in their first year of college. Developmental reading instruction practices are designed to emphasize moving the first-year LD students from sub-par reading levels towards the application and development of critical reading skills, as demanded by their college courses. Many community colleges across the United States prepare assessments tests in reading and mathematics for most, if not all, newly admitted students. These tests are used as placement guides, especially when the newly admitted applicant�s high school transcript or SAT scores do not demonstrate that the student possesses the critical reading or mathematical ability needed to pass the 70 percentage threshold, an indication of being college ready. This paper argues that teaching critical reading requires embracing students� cultural capital and implementing scaffolds that will support the Adult Linguistic Diverse learner/students (ALDl/s). Results from this study indicated that both intrinsic values and instructor�s disposition influence the ALD learner attitudes related to developed critical reading performance. These findings indicate that using multiple instructional mediums [MiMs] had a positive impact on students� critical reading skills and contributed to the ALD learners� comprehension, motivation, and critical reading skills.Keywords: critical literacy; community college; developmental reading; language minority students; adult linguistic diverse learner; culturally relevant teaching; cultural capital.

scholarly journals USING MULTIPLE TEXTS TO TEACH CRITICAL READING SKILLS TO LINGUISTICALLY DIVERSE STUDENTS

2019 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Kaemanje Thomas ◽  
Minkyung Choi
Keyword(s):  
Critical Literacy ◽  
Reading Skills ◽  
Developmental Reading ◽  
Linguistically Diverse ◽  
Thinking Skills ◽  
Diverse Students ◽  
College Level ◽  
Critical Reading ◽  
Linguistically Diverse Students ◽  
Multiple Texts

Mastery of developmental reading courses offers both an opportunity for academic enrichment and a barrier to college completion. We examine what it means to use multiple texts in college developmental reading courses, the benefits of using them, and considerations that instructors may employ in their instructions. A review of the literature indicates Linguistically Diverse students (LDs) often lack the required critical thinking skills needed to tackle the rigor and demand of their college level courses. We conducted a study to tests whether using multiple texts improved LDs critical reading skills.� Participants of 30 undergraduate students taking RDL 500 course were analyzed using pre and posttest results. Findings indicated that integrated use of multiple texts is a practical teaching approach for LDs improved their critical reading skills and their navigation of unfamiliar texts. This implies the use of the one size-fits-all approach may not be an effective pedagogical practice by instructors who teach the LD student.Keywords:�community college; critical literacy; cultural capital; developmental reading; language minority students; linguistically diverse students; multiple texts; sociocultural literacy.

scholarly journals Forming Critical Reading Skills in a Low-Intermediate Class of English

2021 ◽  
Vol 12 (1) ◽  
pp. 74
Author(s):  
Nataliia Hromova ◽  
Maryna Kryvych ◽  
Nataliia Chernihivska ◽  
Tetiana Vinnytska ◽  
Ihor Bloshchynskyi
Keyword(s):  
Reading Instruction ◽  
Critical Literacy ◽  
Reading Skills ◽  
Tertiary Education ◽  
Control Group ◽  
Critical Reading ◽  
Reading Abilities ◽  
New Ideas ◽  
Efl Students ◽  
The Given

Critical reading skills constitute an important part of an independent critical reader and are often formed in advanced-level students. It is argued that low-level learners of English also need to get acquainted with the basics of critical reading in the first years of their tertiary education. The aim of this study is to define a range of critical reading elements the low intermediate EFL students can demonstrate within a three-month period of critical reading instruction. The experiment on establishing the students’ attitude to critical reading and defining their critical reading abilities while commenting on texts was conducted. The findings of the questionnaire showed the participants’ attitude to critical reading as the way to question and disagree with the author’s opinion rather than to analyze information. The participants considered themselves quite competent in critical reading but did not see the practical use of applying these skills. A three-month critical reading intervention was introduced and followed by writing final commentaries upon the given text. The survey after the intervention found that the students of the experimental group showed the ability to justify their judgments by supporting claims while commenting upon the given texts. They could also express disagreement with the opinion in the text more often than before the intervention. In the control group, the prevailing agreements with the author’s viewpoint in the commentaries rarely followed by justifications showed the students’ unwillingness to create new ideas and proved their passive roles in dealing with information. Thus, according to the experiment results, the range of critical reading strategies the low intermediate class demonstrated included expressing judgments and supporting claims, finding different points of view on the problem in the text, and expressing disagreement with the given opinion. The amount of irrelevant information the participants mentioned in their commentaries proved the necessity for further interventions in order to engender their critical literacy.

scholarly journals The Effect of the Critical Literacy Approach on Pre-service Language Teachers’ Critical Reading Skills

2017 ◽  
Vol 17 (71) ◽  
pp. 159-174
Author(s):  
SULTAN . ◽  
Ahmad ROFIUDDIN ◽  
NURHADI . ◽  
Endah Tri PRIYATNI
Keyword(s):  
Critical Literacy ◽  
Reading Skills ◽  
Language Teachers ◽  
Critical Reading

Take-Home Tests: Educational Fast Food for the New Millennium?

2001 ◽  
Vol 7 (2) ◽  
pp. 50-57
Author(s):  
Liz Hall
Keyword(s):  
Fast Food ◽  
Tertiary Education ◽  
The United States ◽  
Student Loan ◽  
Control Group ◽  
First Year ◽  
Education Students ◽  
Home Tests ◽  
The University ◽  
Experimental Group

AbstractChanges such as a ‘user pays’ philosophy in tertiary education and the student loan scheme have placed pressure on New Zealand academics and students alike. Teachers of adults may need to adjust to the ‘new breed’ of student and the faster paced semesterised education system. It is proposed that focussing on the learner and creating a learning environment that encourages students to assume responsibility for their own learning is more important in the new educational environment.The present paper conceptualises take-home tests as being analogous to an educational fast food - a familiar, made-to-order commodity - that curiously appears to be missing from the educational smorgasbord outside the United States of America. Results of a pilot study using take-home tests in a first year management class at the University of Otago suggested they fit the proposed new mood of education. Students in the self-selected experimental group (n=35) achieved a higher course grade than those in the control group (n=35). The students recommended that take-home tests be used more frequently and they saw them as having ‘learning’ and ‘anxiety reducing’ benefits.

Take-Home Tests: Educational Fast Food for the New Millennium?

2001 ◽  
Vol 7 (2) ◽  
pp. 50-57 ◽  
Author(s):  
Liz Hall
Keyword(s):  
Fast Food ◽  
Tertiary Education ◽  
The United States ◽  
Student Loan ◽  
Control Group ◽  
First Year ◽  
Education Students ◽  
Home Tests ◽  
The University ◽  
Experimental Group

AbstractChanges such as a ‘user pays’ philosophy in tertiary education and the student loan scheme have placed pressure on New Zealand academics and students alike. Teachers of adults may need to adjust to the ‘new breed’ of student and the faster paced semesterised education system. It is proposed that focussing on the learner and creating a learning environment that encourages students to assume responsibility for their own learning is more important in the new educational environment.The present paper conceptualises take-home tests as being analogous to an educational fast food - a familiar, made-to-order commodity - that curiously appears to be missing from the educational smorgasbord outside the United States of America. Results of a pilot study using take-home tests in a first year management class at the University of Otago suggested they fit the proposed new mood of education. Students in the self-selected experimental group (n=35) achieved a higher course grade than those in the control group (n=35). The students recommended that take-home tests be used more frequently and they saw them as having ‘learning’ and ‘anxiety reducing’ benefits.

scholarly journals Critical Entanglement: Research on Culturally and Linguistically Diverse Parental Involvement in Special Education 2000-2010

2014 ◽  
Vol 23 (1) ◽  
Author(s):  
Cam Cobb
Keyword(s):  
United States ◽  
Special Education ◽  
Parental Involvement ◽  
Cultural Capital ◽  
Linguistically Diverse ◽  
The United States ◽  
Culturally And Linguistically Diverse

If parental involvement in a child’s education is generally viewed in positive terms, then it is important to understand what sorts of barriers might hinder it. This article reviews literature on culturally and linguistically diverse parental in-volvement in special education in the United States and Canada. In analyzing 20 articles published in eight prominent journals between 2000 and 2010, the author considers what research has to say about what influences culturally and linguisti-cally diverse parental involvement. Applying the lens of social-cultural capital led the author to examine three core themes in the literature, namely perceptions, people, and systems. Because these three themes interlock so tightly, the author devised the overarching metaphor of critical entanglement, which is vital to the process of recognizing and addressing barriers that culturally and linguistically diverse parents potentially face. Implications for research are discussed in the recommendation and conclusion segments of this article.

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