(Critical) Multilingual and Multicultural Awareness in the Pedagogical Responsiveness of Educators

Abstract

This study examined the elements of [critical] multicultural awareness ([C]MA) and [critical] multilingual awareness ([C]MLA) identified in the pedagogical responsiveness of five literacy teacher educators (LTEs), the factors that influenced such awareness, and the ways in which these forms of awareness shaped educators' pedagogical responsiveness in literacy. Findings based on data from LTEs' Scholarly Personal Narratives (SPNs) and comprehensive bi-weekly reports showed that educators reflected certain elements of [C]MA and [C]MLA as they worked with teachers to support writing instruction for culturally and linguistically diverse students (CLDs).Factors influencing awareness were assumptions based on otherness and teaching experience, positioning, observations related to literacy expertise, and discipline. Awareness, in turn, influenced educators' pedagogical responsiveness as they developed the ability to capitalize on linguistic and cultural difference. Implications for teacher educators' awareness and responsiveness are highlighted.

Working towards more socially just futures: five areas for transdisciplinary literacies research

“…One such framework is transraciolinguistics (Smith, 2021), which emphasise connections and fluidity in transdisciplinarity, race, language and the intersectionalities that constitute one's identity. The relationships present within the realm of transraciolinguistics influence positionalities, perspectives and predispositions in light of cultural and linguistic diversity (Smith et al, 2016; Smith et al, 2022). Transraciolinguistics address the ways in which race and language overlap, which often leads racialised learners to be dismissed when the expression of their knowledges does not fit into literacies that are deemed the norm (Smith et al, 2022).…”

“…The relationships present within the realm of transraciolinguistics influence positionalities, perspectives and predispositions in light of cultural and linguistic diversity (Smith et al, 2016; Smith et al, 2022). Transraciolinguistics address the ways in which race and language overlap, which often leads racialised learners to be dismissed when the expression of their knowledges does not fit into literacies that are deemed the norm (Smith et al, 2022). Students holding identities that do not fit into predetermined categories and institutionalised norms find themselves marginalised and oppressed (Adams et al, 2018).…”