Culturally-Responsive Literacy Education in Diverse Classrooms: Theoretical Considerations and Practical Applications

PORTO, MELINA

Chicago, USA

Congreso; 55 Convención Anual 2010 de la Asociación Internacional de Lectura; 2010

Asociación Internacional de Lectura

Aclaración: El sistema obliga a elegir entre dos opciones de publicación (Libro, revista), pero esta es una publicación online. The framework of an increasingly globalized world where the monolingual and monocultural classroom in varied contexts (literacy education, content area instruction, EFL, ESL) is naturally disappearing has ascribed a prominent role to the issue of culture in education. The tendency towards the multilingual, multiethnic and multiracial classroom also points to the importance of cultural factors in language education and education in general. More specifically, the pervasive presence of cultural diversity in varied educational contexts suggests the need to understand what culturally-responsive literacy instruction means and entails. Educators need the knowledge, procedures, and strategies to see to the complexity that the integration of language and culture involves in the practical reality of the classroom. This paper will explore these issues theoretically, and will offer a practical application for the EFL classroom at different levels.