Learning From the Lessons of Literacy Educators in Underperforming Schools

• In Event: 41.084 - Roundtable Session 16
  In Roundtable Session: 41.084-2 - Literacy and the Social Contexts of Education

Abstract

The purpose of this narrative self-study is to investigate the developing capacities of six literacy teacher educators (five university professors and one school district program coordinator) with linguistic and cultural diversity as we prepared in-service teachers to teach reading and writing to culturally and linguistically diverse (CLD) students in four underperforming schools. Specifically, we chose to examine how, we as educators, developed multilingual and multicultural awareness as we engaged with cultural and linguistic diversity in K-12 schools. Through narrative inquiry and analysis, we hoped to better understand how we learned about our own responses to differences in language and culture as we prepared teachers for a diverse student population.

Authors

• Julie Smit, Texas Tech University

• Patriann Smith, Texas Tech University

• Ana Berta Torres, Texas Tech University

• Mellinee K. Lesley, Texas Tech University