Examining Literacy Practices That Address Cultural Diversity in Elementary Classrooms

• In Event: Sunday Roundtable Session 11:25 am
  In Roundtable Session: It's Elementary (and Middle) Science Education (Table 33)

Abstract

Scholars have theorized the importance of culturally responsive pedagogies across instruction. However, there is limited evidence on how teachers enact practices that address cultural diversity in literacy environments. We seek to understand what teachers say and what they do during literacy instruction by asking (1) how do teachers describe their practices that address cultural diversity? (2) how do teachers enact practices that address student cultural diversity during elementary literacy instruction? Employing a qualitative case study methodology, initial findings suggest that teachers indicate the importance of addressing cultural diversity yet require opportunities for pedagogical and professional development around enacting these practices. These results can inform teacher preparation programs and professional development in designing more supports for in-service literacy teachers.

Authors

• Lakya Goss, Michigan State University

• Allison Phillippe, Michigan State University

• Rebecca L. Witte, Michigan State University

• Tanya S. Wright, University of Michigan