(Critical) Multilingual and Multicultural Awareness in the Pedagogical Responsiveness of Educators
Document Type
Article
Publication Date
2022
Keywords
literacy, teacher educators, multilingual, multicultural, awareness, diversity
Digital Object Identifier (DOI)
https://doi.org/10.5070/B811145763
Abstract
This study examined the elements of (critical) multicultural awareness and (critical) multilingual awareness identified in the pedagogical responsiveness of six literacy teacher educators, the features of a research-practice partnership (RPP) that influenced this awareness, and the ways in which this awareness shaped educators’ pedagogical responsiveness in literacy. Findings 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). Educators’ perceptions influencing awareness were assumptions based on otherness and teaching experience. Elements influencing awareness were positioning, observations related to literacy expertise, and discipline. Awareness, in turn, influenced educators’ cultural and linguistic responsiveness as they developed the ability to capitalize on difference and identify and use social currency. Implications for teacher educators’ awareness and responsiveness, use of collaboration in partnership, as well as their work with teachers and CLDs in schools are highlighted.
Was this content written or created while at USF?
Yes
Citation / Publisher Attribution
Berkeley Review of Education, v. 11, issue 1, p. 5-40
Scholar Commons Citation
Smith, Patriann; Smit, Julie; Nigam, Anita; Finch, Beverly; and Burke, Dawn, "(Critical) Multilingual and Multicultural Awareness in the Pedagogical Responsiveness of Educators" (2022). Teaching and Learning Faculty Publications. 739.
https://digitalcommons.usf.edu/tal_facpub/739
