Culturally Responsive Sustaining Education (CR-SE): Transformative Practices for English Language Arts/Reading Teachers to Support English Language Learner Students

• In Event: AERA Roundtable Session 15
  In Roundtable Session: Culturally Responsive Sustaining Education and Critical Assessment of Multimodal Texts (Table 2)

Abstract

Covid-19 has played a significant role in unveiling long-standing inequities that have existed before the emergence of this pandemic as it relates to supporting English Language Learners (ELLs) in English Language Arts (ELA) and Reading classrooms. In this paper I highlight how ELL students continue to fall behind in Reading and Writing state assessments compared to their Native English speaking counterparts nationally. I posit that the adoption of a Culturally Responsive Sustaining Education (CR-SE) is necessary in K-12 to support in-service ELA and Reading teachers with high numbers of English Language Learners to ensure cultural relevance, equity and social justice is consistent in today’s diverse classrooms.

Authors

• Shalander L. Samuels, Kean University

• Donna-Marie Cole-Malott, East Stroudsburg University of Pennsylvania

• Sherika Dacres, School District of Osceola Schools