Converging Recommendations for Culturally Responsive Literacy Practices: Students with Learning Disabilities, English Language Learners, and Socioculturally Diverse Learners

Authors

  • Susan V. Piazza Western Michigan University
  • Shaila Rao Western Michigan University
  • Maria Selena Protacio Western Michigan University

DOI:

https://doi.org/10.18251/ijme.v17i3.1023

Keywords:

multicultural education, culturally responsive literacy, multicultural literacy, special education, English language learner

Abstract

This study examines culturally responsive pedagogy across the fields of special education, multicultural literacy education, and teaching English language learners. A systematic review of recommendations identified culturally responsive practices in five key areas: dialogue, collaboration, visual representation, explicit instruction, and inquiry. Educators are encouraged to adopt a critical and responsive stance that incorporates students’ cultural knowledge and lived experiences when implementing these recommendations. Creating classrooms that promote culturally responsive and effective instruction is grounded in the definition of literacy as a social practice and leads to more equitable learning opportunities in all areas.

Author Biographies

Susan V. Piazza, Western Michigan University

Dr. Piazza is an associate professor of literacy studies in the Department of Special Education and Literacy Studies at Western Michigan Univeristy.

Shaila Rao, Western Michigan University

Dr. Rao is a full professor of special education in the Department of Special Education and Literacy Studies at Western Michigan University.

Maria Selena Protacio, Western Michigan University

Dr. Protacio is an assistant professor of literacy studies in the Department of Special Education and Literacy Studies at Western Michigan Univeristy.

Downloads

Published

2015-11-01

How to Cite

Piazza, S. V., Rao, S., & Protacio, M. S. (2015). Converging Recommendations for Culturally Responsive Literacy Practices: Students with Learning Disabilities, English Language Learners, and Socioculturally Diverse Learners. International Journal of Multicultural Education, 17(3), 1–20. https://doi.org/10.18251/ijme.v17i3.1023

Issue

Section

Articles (Peer-reviewed)