Latinx Third Graders' Reading and Employing Activism During Tumultuous Times

2019 ◽  
pp. 259-280
Author(s):  
Eliza G. Braden
Keyword(s):  
Critical Literacy ◽  
Meaning Making ◽  
Social Activism ◽  
Multicultural Literature ◽  
Linguistically Diverse ◽  
Third Graders ◽  
Culturally And Linguistically Diverse ◽  
Classroom Context ◽  
Linguistically Diverse Students ◽  
Multimodal Text

This chapter offers preservice candidates and in-service teachers a portrait into a classroom context where one teacher: 1) identified the experiences and backgrounds of 20 culturally and linguistically diverse students, 2) used critical literacy as a theory to purposefully select critical multicultural literature grounded in the lives and experiences of her culturally and linguistically diverse third graders, and 3) used critical literacy and multimodal text types to enhance students meaning making and talk as they discussed social activism. Implications for practice and research are provided.

What Can I Do?

2017 ◽  
pp. 481-498
Author(s):  
Eliza G. Braden
Keyword(s):  
Critical Literacy ◽  
Meaning Making ◽  
Linguistically Diverse ◽  
Third Graders ◽  
Culturally And Linguistically Diverse ◽  
Inservice Teachers ◽  
Classroom Context ◽  
Linguistically Diverse Students ◽  
Text Types ◽  
Multimodal Text

This chapter offers preservice candidates and inservice teachers a portrait into a classroom context where one teacher: 1. Identified the experiences and backgrounds of 20 culturally and linguistically diverse students; 2. Used critical literacy as a theory to purposefully select literature grounded in the lives and experiences of her culturally and linguistically diverse third graders; and 3. Used critical literacy and multimodal text types to enhance students meaning making and talk. Implications for practice and research are provided.

Understanding the Communication Needs of Culturally and Linguistically Diverse Students Who Are Deafblind

2017 ◽  
Vol 2 (12) ◽  
pp. 81-88
Author(s):  
Sandy K. Bowen ◽  
Silvia M. Correa-Torres
Keyword(s):  
Sign Language ◽  
Augmentative And Alternative Communication ◽  
Linguistically Diverse ◽  
Spoken Language ◽  
Culturally And Linguistically Diverse ◽  
Alternative Communication ◽  
Linguistically Diverse Students ◽  
The Past ◽  
Communication Needs ◽  
Different Cultures

America's population is more diverse than ever before. The prevalence of students who are culturally and/or linguistically diverse (CLD) has been steadily increasing over the past decade. The changes in America's demographics require teachers who provide services to students with deafblindness to have an increased awareness of different cultures and diversity in today's classrooms, particularly regarding communication choices. Children who are deafblind may use spoken language with appropriate amplification, sign language or modified sign language, and/or some form of augmentative and alternative communication (AAC).

Green Thumb Educating

2019 ◽  
pp. 81-112
Keyword(s):  
Learning Process ◽  
Sense Of Belonging ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
High Expectations ◽  
Linguistically Diverse Students ◽  
Meaningful Relationships ◽  
Esl Learners

In this chapter, the author presents the metaphor Green Thumb Educating to describe a culturally responsive approach common amongst culturally responsive educators in literature. Through this culturally responsive approach, students are empowered and held to high expectations and supported through rigorous academic obstacles. The author demonstrates how educators' beliefs about developing positive and meaningful rapport with children shapes their culturally responsive approach. The author makes the case that culturally responsive educators, also known as Green Thumb Educators, approach the teaching and learning process by first prioritizing the development of meaningful relationships with students. Culturally responsive educators approach culturally and linguistically diverse students like ESL learners by creating a sense of belonging in their classroom through the development of meaningful relationships.

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