What is it about?
Many research studies have found that culturally relevant/sustaining pedagogy is effective for teaching linguistically and culturally diverse students. But many educators and researchers are not sure what culturally sustaining pedagogy is and how to enact it in their classrooms. Therefore, this longitudinal ethnographic case study demonstrates how one White English as a second language teacher of immigrant adolescents enacted culturally sustaining pedagogy in her classroom, and connected her classroom literacy instruction with school and community practices.
Featured Image
Why is it important?
This study provides significant implications about how teachers, who will be working in classrooms and schools and encountering deficit discourses about immigrant students and standardization forces, can create agentive pedagogical spaces where the linguistic, cultural, and community resources of immigrant students are identified, understood, centered, and can connect those resources with classroom and community practices.
Perspectives
I hope this article will help educators understand the essential role of culture in learning and try to teach in a way that enables students to connect their cultural being, prior knowledge and experience to the target concept, content, and knowledge in and out of classroom settings.
Heeok Jeong
University of Massachusetts Amherst Digital Media Lab
Read the Original
This page is a summary of: Agency and pedagogy in literacy education, Journal of Asian Pacific Communication, September 2020, John Benjamins,
DOI: 10.1075/japc.00058.jeo.
You can read the full text:
Contributors
The following have contributed to this page
