The 4Cs of Academic Language and Literacy

2021 ◽  
pp. 297-316
Author(s):  
Salika A. Lawrence ◽  
Tiffany Labissiere ◽  
Monique C. Stone
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Academic Language ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Language And Literacy ◽  
Traditional Classrooms ◽  
Virtual Classrooms ◽  
Content Areas ◽  
Linguistically Diverse Students

This chapter describes how teachers have used structured discussions and digital tools to transition from traditional classrooms to remote, online instruction during the COVID-19 pandemic. With emphasis on culturally and linguistically diverse students, the chapter includes examples of how teachers reinforce literacy while supporting 21st century skills such as collaboration, communication, critical thinking, and creativity. Tools and strategies are presented along with examples teachers can use to facilitate student learning across content areas in virtual classrooms.

scholarly journals Beyond the Pragmatic and the Liminal: Culturally and Linguistically Diverse Students Code-Switching in Early-Years Classrooms

2008 ◽  
Vol 26 (1) ◽  
pp. 103 ◽  
Author(s):  
Luigi Iannacci
Keyword(s):  
Young Children ◽  
Linguistically Diverse ◽  
Code Switching ◽  
Early Years ◽  
Culturally And Linguistically Diverse ◽  
Diverse Students ◽  
Language And Literacy ◽  
Linguistically Diverse Students ◽  
First Languages ◽  
Ethnographic Data

This article examines the code-switching (CS) practices of culturally and linguistically diverse (CLD) young children in kindergarten and grade 1 classrooms. The author argues that their use of CS went beyond relief of psycholinguistic stress or coping with liminality (sense of living between two languages and cultures). Through several narratives constructed using ethnographic data, the author explores CLD students' use of CS to respond to the sociolinguistic and sociopolitical dynamics that they encountered in their early-years classrooms. CS enabled students to address their language and literacy needs, assert their identities, and defy subtractive and assimilative orientations that they experienced with respect to lack of incorporation of their first languages. Further, data affirm Cummins'(2001) assertion that students do not passively accept dominantgroup attributions of inferiority, but actively resist the process of subordination.

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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