Chapter 9. Literacy Instruction for Diverse Learners
Chapter 9. Literacy Instruction for Diverse Learners
Constance Beecher; Sohyun Meacham; and Nandita Gurjar
“We have become not a melting pot but a beautiful mosaic. Different people, different beliefs, different yearnings, different hopes, different dreams.” – Jimmy Carter
“We should all know that diversity makes for a rich tapestry, and we must understand that all the threads of the tapestry are equal in value no matter what their color.” – Maya Angelou
Keywords: cultural literacy, dual-language learners, universal design for learning, trauma-informed instruction
Imagine a class with diverse kids – some with invisible or visible disabilities, different ethnicities, and nationalities – who feel a sense of belonging and whose cultural capital, customs, traditions, and languages are valued in the classroom space. The teacher focuses on building relationships with each child to scaffold and enrich their learning as s/he has an undaunted belief in their capabilities and strengths. In this nurturing environment, every child could blossom and reach for the stars. This is the class every child deserves, no matter where they come from or where they are going!
Culturally responsive instruction begins with getting to know our students – their home lives and cultures. Having an appreciation and respect for each child and their cultural and linguistic backgrounds and leveraging them in classroom instruction in reading and writing lets the children know that they belong in the classroom community. A positive self-concept and self-esteem are crucial for learning and engagement to occur. Therefore, it is the teacher’s job to embrace and welcome each child’s cultural and linguistic identities to foster a culturally inclusive learning environment.
Teachers should build relationships with parents and students and welcome parents as volunteers and guest speakers into the classroom space. Invite parents to read a folktale, fable, myth, or legend from their culture to the class. Have “Show and Tell” days where children can bring cultural artifacts to show their peers and take pride in who they are. During reciprocal teaching, they can teach a peer some expressions from their native language or a song from their culture. Also, ensuring that the child sees themselves in the literature they read is vital for their self-concept. Therefore, having books that are mirrors, windows, and sliding doors (Sims Bishop, 1990) will ensure that all children see themselves in literature and media.
To get to know your students and their families, learn about their family literacy practices. Some children come from an oral storytelling tradition where they grow up listening to stories from grandparents, uncles, and aunts or learning family arts and crafts such as quilt making and basket weaving; these are all valid family cultural practices that contribute to building the children’s native language and cultural literacies, upon which school literacies are built.
Begin with family cultu