The practice and evaluation of culturally responsive literacy for English Language Learners in the 21st century
Contribution to Book
Evaluating Literacy Instruction: Principles and Promising Practices
The racial, cultural, ethnic, and linguistic demographics in the United States have dramatically shifted in the past 20 years, becoming more diverse. Latinos are the largest, fastest growing racial-ethnic group in U.S. classroooms (Humes, Jones, & Ramirez, 2011), and by 2050, Latino student enrollment will represent the largest group in K-12 education (Fry & Gonzales. 2008). As population demographics in the nation and U.S. classrooms become increasingly diverse, school leaders and administrators are responsible for establishing policies, developing teachers, and demonstrating values that support the achievement of all students (Austin, Brown, & Forde, 2006). In culturally responsive institutions, students' cultural and linguistic differences that have been historicaly perceived as liabilities are instead perceived as strengths and utilized to promote student achievement. In this chapter, we examine research-based and culturally responsive literacy practices (CRLPs) that target the academic development of multicultural and multilingual students. We assess to what degree current observation instruments capture CRLPs, and present a new supervision tool for administrators to use in supporting and extending teachers' use of culturally responsive instructional practices to enhance the achievement of all students.
Lavigne, A. L., & Oberg De La Garza, T. (2015). The practice and evaluation of culturally responsive literacy for English Language Learners in the 21st century. In R. Allington and R. Gabriel (Eds.), Evaluating literacy instruction: Principles and promising practices (pp. 58–78). New York: Routledge.