Education in Citizenship on the U.S./Mexico Border: The Language and Literacy Instruction of Emergent Bilingual Transfronterizx Students

2019 ◽  
Vol 51 (2) ◽  
pp. 233-252 ◽  
Author(s):  
Amy J. Bach
Keyword(s):  
Literacy Instruction ◽  
Language And Literacy ◽  
Emergent Bilingual ◽  
Mexico Border ◽  
Language And Literacy Instruction ◽  
The U.S

scholarly journals Effective language and literacy instruction: Evaluating the importance of scripting and group size components

2018 ◽  
Vol 42 ◽  
pp. 256-269 ◽  
Author(s):  
Dorthe Bleses ◽  
Anders Højen ◽  
Philip S. Dale ◽  
Laura M. Justice ◽  
Line Dybdal ◽  
...  
Keyword(s):  
Group Size ◽  
Literacy Instruction ◽  
Language And Literacy ◽  
Language And Literacy Instruction

scholarly journals African American English And Urban Literature: Creating Culturally Caring Classrooms

2017 ◽  
Author(s):  
Erin E. Campbell ◽  
Joseph J. Nicol
Keyword(s):  
African American ◽  
Academic Success ◽  
Lived Experience ◽  
Literacy Instruction ◽  
American English ◽  
Relevant Literature ◽  
African American English ◽  
White Female ◽  
Language And Literacy ◽  
Language And Literacy Instruction

Language and literacy are a means of delivering care through consideration of students’ home culture; however, a cultural mismatch between the predominantly white, female educator population and the diverse urban student population is reflected in language and literacy instruction. Urban curricula often fail to incorporate culturally relevant literature, in part due to a dearth of texts that reflect student experiences. Dialectal differences between African American English (AAE) and Mainstream American English (MAE) and a history of racism have attached a reformatory stigma to AAE and its speakers. The authors assert that language and literacy instruction that validates children’s lived experience mediates this hegemony, leads to empathetic relationships between teachers and students of different cultural backgrounds, and promotes academic success. This paper seeks to 1) dissect the relationship between academic achievement and affirmation of student culture through language and literacy instruction, 2) enumerate classroom strategies that empower students and foster the development of self-efficacy 3) identify ways teachers might weave value for diversity in language and literacy into a pedagogy of care for urban classrooms.

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