Creating Critical Migration Memoirs for English Learners Through Culturally Relevant Pedagogy and Critical Literacy Instruction

• In Event: AERA Roundtable Session 8
  In Roundtable Session: Teacher Activism for/With Marginalized Students

Abstract

As the linguistic and cultural diversity of the classroom grows, English learners (Els) are not able to meet the academic expectations within the current American educational system, which leads to ELs' over-enrollment in remedial courses, over-representation of low scores on standardized tests, and disproportionate high school drop-out rates (United States Department of Planning, 2016). The theoretical framework of this practitioner research project drew upon ELs' funds of knowledge and culturally relevant pedagogy to ground transformative critical literacy instruction within the secondary setting. Data sources included classroom observations, student interviews, student artifacts, field notes, member checking, and critical migration memoirs. Through the evaluation of ELs' funds of knowledge and literacy practices, ELs can negotiate spaces to gain access and eliminate borders.

Author

• Michelle Koehler, Utica Community Schools