Inclusive Practices: Double Entry Journal #4

I have learned some important things about teaching and literacy development. One of them is that teaching is a concept that permeates all subject areas, and that reading in the content area is a responsibility of any teacher. Reading deficiencies can severely hinder progress in other courses, so the act of reading is one that must be continually reinforced and honed. I also learned that often times, instructing students with an emphasis on their culture and dialects can actually strengthen their ability to read and write "Standard English". The process of using their culture and comparing it with the standard or popular culture can often help them learn more about themselves and the world around them. Finally, I have learned that teaching reading is not an exact science - the "formula" is ever changing, and largely dependent upon the makeup of the class and other factors like previous experience. Research continues, and will continue indefinitely, as new methods of literacy instruction are discovered and refined.

Teaching students using their own culture as a focal point exhibits culturally responsive teaching, and allows students to feel unified and comfortable addressing the content of the class. Also, instruction that places an emphasis on the culture of the class sends an important message: Your culture is important. Instead of minimizing the relevance of their culture by defaulting to the popular norms, a teacher can instill a sense of pride in them that will remain no matter where they go or what they learn.

In eighth grade, one of my instructors had us read some short works by a renowned author from Marshall University. The author's works were rich with the Appalachian dialect, and reflected many aspects of living in Appalachia. This was a rewarding experience - not only was the class involved and interested, but we were able to see success that stemmed from retaining a part of our culture - instead of rejecting it.

The following article serves as a useful resource for defining "culturally responsive teaching" and specifying its many characteristics. The first step to implementing this concept is understanding it, so I found this helpful:
http://www.intime.uni.edu/multiculture/curriculum/culture/teaching.htm

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Sources:

Epstein, P., & Herring-Harris, L. National Writing Project, (2011). Honoring dialect and increasing student performance in standard english. Retrieved from website:

Culturally responsive teaching. (n.d.). Retrieved from http://www.intime.uni.edu/multiculture/curriculum/culture/teaching.htm