Building on Linguistic Strengths: Tenets of a Culturally Sustaining Teacher

Dunham, Heather; Murdter‐Atkinson, Jessica; Nash, Brady; Wetzel, Melissa Mosley

doi:10.1002/trtr.2094

Cited by 9 publications

(3 citation statements)

References 18 publications

(29 reference statements)

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“…These appreciative lenses fostered culturally sustaining (Ladson-Billings, 1995; Alim & Paris, 2017) practices with multilingual students (Dunham et al, 2022). For example, working with an Afghan-American child, Greta reflected: “What I learned about my student's strengths from the read-aloud is that she is able to connect words that she sees in books to words in Pashto” (Lesson Plan Reflection, Cohort A).…”

Section: Resultsmentioning

confidence: 99%

Look to the Side: Peer Partnerships in Preservice Literacy Teacher Education

Ries

Dunham

Corriston

et al. 2023

Literacy Research: Theory, Method, and Practice

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Most often teacher education has attended to the expertise of university instructors and cooperating teachers in preservice teachers’ (PTs) learning in and from practice; rarely has the field addressed leveraging horizontal expertise within this learning-to-teach process. In this multiple case study, we examined what happens when teacher educators incorporate peer partnerships (Assaf & Lopez, 2015; Hoffman et al., 2018), where PTs coach and mentor each other around literacy teaching practices, within literacy field-based courses. Through our cross-case analysis, we found that peer partnerships scaffolded PTs’ learning by expanding their views of teaching practices, provided space to utilize their literacy content knowledge and literacy pedagogical content knowledge, and facilitated PTs’ development of equity-focused teaching stances. By establishing collaborative approaches to literacy instruction through peer partnerships, PTs served as sources of expertise and knowledge, thus disrupting the expert–novice divide in teacher education courses.

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Section: Resultsmentioning

confidence: 99%

Look to the Side: Peer Partnerships in Preservice Literacy Teacher Education

Ries

Dunham

Corriston

et al. 2023

Literacy Research: Theory, Method, and Practice

Self Cite

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show abstract

“…In this way, the findings pointed to a reimagining of digital inquiry (Leu et al, 2013) from sociocultural and critical perspectives. This kind of recentering has tremendous power to help students restory deficit literacy narratives that have emerged from repeated experiences in hegemonic classrooms that reify knowledge rooted in White colonialist traditions (Dunham et al, 2022; Enright et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Critical Inquiry in (and About) Media Environments: Examining an Asset-Based Digital Literacy Curriculum

Nash

2024

Journal of Literacy Research

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Scholars have long recognized that reading in digital spaces requires unique skills, strategies, and competencies in comparison to those needed for reading printed text. In recent years, the ubiquity of social media and algorithmically targeted content has radically changed the nature of online reading and meaning making. Technological changes have occurred simultaneously with radically altered sociocultural and sociopolitical contexts. To account for an altered technological and sociocultural landscape, new approaches to teaching digital reading and critical media literacy are needed. Addressing these concerns, this case study detailed a digital reading curriculum designed to be responsive to both the contemporary digital media environment and to students’ out-of-school digital literacy practices and contexts. The curriculum was collaboratively designed by five middle-school language arts teachers who participated in a semester-long professional learning group focused on digital reading. Drawing upon sociocultural, asset-based, and culturally relevant philosophies of education, these five teachers designed a unique digital reading curriculum. This study examined the nature of this curriculum. The findings detailed four aspects of the teachers’ unit: (1) digital reading instruction situated within students’ literate lives; (2) critical instruction regarding systemic features of the internet such as algorithms and clickbait; (3) lessons in which students interrogate socially situated meaning making; and (4) lessons focused on the role of emotions while reading online. The findings have implications for future digital reading and media literacy curricula intended to be responsive to students’ funds of knowledge, ever-changing literacy technologies, and new, emergent ways of reading and practicing literacy on the internet.

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“…Dual language learners begin preschool with differences in knowledge, language skills, and interests. Although understanding their academic and social needs and providing developmentally appropriate opportunities to learn English is essential, identifying and building on children's linguistic strengths can promote educational success and establish a strong literacy and language foundation [6,7]. This research is part of a series of studies on guided drawing-one component of a science intervention with dual language learners in Head Start.…”

Section: Introductionmentioning

confidence: 99%

Guided Drawing with Preschool Dual Language Learners in Head Start: Building Science Vocabulary and Content Knowledge

Cassano,

Paciga

2024

Education Sciences

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Drawing offers a way for young children to demonstrate what they understand about the world. This study reports on the findings from an eight-week intervention program called guided drawing designed to build vocabulary and content knowledge for dual language learners in Head Start settings. Four researcher-designed assessment measures were used to assess thirteen preschoolers’ vocabulary and concept knowledge at the receptive, expressive, and definitional levels in a pre/post-intervention design. Analysis of researcher-designed measures reveals positive changes in all vocabulary and concept knowledge areas targeted by the intervention. Thematic analysis of researcher–child interactions and drawing products indicates the guided drawing intervention provided opportunities and context for every participating child to explore new content and concepts related to science learning; reveal what they know; grow knowledge and vocabulary; reveal misunderstandings; and overhear and adopt new language.

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Building on Linguistic Strengths: Tenets of a Culturally Sustaining Teacher

Cited by 9 publications

References 18 publications

Look to the Side: Peer Partnerships in Preservice Literacy Teacher Education

Look to the Side: Peer Partnerships in Preservice Literacy Teacher Education

Critical Inquiry in (and About) Media Environments: Examining an Asset-Based Digital Literacy Curriculum

Guided Drawing with Preschool Dual Language Learners in Head Start: Building Science Vocabulary and Content Knowledge

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