African American Preservice Teachers' Linguistic Identity and Culturally Sustaining Practice in Urban Classrooms

• In Event: 29.051 - Intersections of African American and Black Identity and History in Teacher Preparation

Abstract

This research describes work with African American pre-service urban teachers, describing how a procedure for utilizing Readers Theater revealed their linguistic identity as bi-dialectic speakers of African American Language and Dominant American English. Informed by understandings of relations among culture, learning, and teaching, this work advances Ladson-Billings’ theory of culturally relevant pedagogy, applying these understandings to teacher preparation and literacy instruction. By weaving together theory, research, and practice a practical, process-oriented model is detailed that is responsive to preparing teachers who can exercise pedagogical dexterity as they foster behaviors to support literacy. Based on this analysis we advocate for teacher preparation that reflects the cultural, linguistic, and educational realities of urban and other diverse communities.

Author

• Rachel A. Grant, College of Staten Island - CUNY