Cultural Responsiveness
In many
reading programs literature is the primary resource used to provide literacy
instruction. Instructional materials that promote multiculturalism are a key component
of a successful reading curriculum. Culturally responsive instructional
materials involve materials that embrace diversity, by presenting information
that students from various cultural and ethnic backgrounds could relate to in
an authentic fashion. The materials
should not merely address the multicultural attributes in isolation, but strive
to combine them within a meaningful learning context. When selecting
instructional materials that are culturally responsive such as authentic
literature, textbooks, and supplementary workbooks, there are several factors
to consider. One of the factors is a
combination of the student's cultural, ethnic, and linguistic backgrounds
(Yokota, 1995). This provides schools, when selecting a reading curriculum,
with the necessary information to effectively choose a program that caters to
the various needs of students from diverse backgrounds.
In addition to
describing cultural responsiveness, it is also a very significant element to
consider when choosing curriculum materials for literacy instruction.
Multiculturalism is essential in a reading program particularly in the area of
authentic literature. When
multicultural literature used is written by authors from a variety of cultural
and ethnic backgrounds, presents diversity in a realistic context (Harris as
cited in Au, 1998), and encompasses life experiences that are pertinent to the
reader, it provides students with a more purposeful and meaningful reading
experience (Au, 1998). According to Spears-Bunton (1998), this could
potentially improve a student's literacy performance by increasing their
reading motivational level (as cited in Au), "appreciation and
understanding of their own language and cultural heritage" (Jordan, as
cited in Au, 1998, p. 311), and their willingness to share personal experiences
through writing (Au, 1998).
It is also
imperative that students are represented fairly and equally in the literature
they read and in any additional supplementary materials that are included in
the selected reading program. They should see themselves reflected in the
pictures on the covers of the literature and workbooks as well as in the story
text in a non-stereotypical manner. Lessons should contain activities that
cater to the needs of a culturally diverse student population, such as students
who speak English as a second language. When students are equally represented
in all aspects of the reading curriculum authentically, it increases their self
worth as a literacy learner.
As I reviewed
the 2nd grade Open Court reading curriculum for instructional materials that
were culturally responsive, I noticed that it lacked authentically diverse
literature. The materials that I reviewed involved The Collections for Young
Scholars: Step-by-Step Practice Stories volume 2, Phonics Review
Guide for teachers, the Phonics Review workbook for students, and
the Transition and Review Guide teacher's manual. I began examining The
Collections for Young Scholars Step-by-Step Practice Stories volume 2
booklets (Copyright 1995). Both of the
workbooks included short stories which focused on phonics skills that were
introduced in a prior lesson. The stories were to be torn out and stapled to
create a minibook for additional reading practice at home. Most of the pictures
in the stories contained very few characters of color. The focus of the stories
mainly centered on issues reflecting that of suburban white middle class
students. There were only six out of forty stories in the two books combined
that reflected non-white characters. The books were entitled the Robot Music
by Dennis Fertig (Asian), Strange Speaking by Ana Terry
(African-American), Jill's Wish by Carlos Molta (African-American), A
Gift for the Queen by Carolyn Crimi, (African), Brave Dave by Ana
Rojas (Latin), and Chinlow's Talent by Jo Olson (Asian). Out of the six
stories only two of the stories specifically focused on the culture of the
characters represented in the illustrations. The remaining stories include
illustrations that promoted diversity but the storyline was rather generic. For
example, in the story entitled Brave Dave the main characters Dave and
Ada are brother and sister. They are depicted in the illustrations as being
Latin but the story does not give you any indication that they are Latin or
include any aspects of the Latin culture particularly in their names, Dave and
Ada.
Next I
reviewed The Transition and Review Guide teacher's manual, the
Collections for Young Scholars Phonics Review Guide for teachers, and The
Collection for Young Scholars Phonics Review workbook for students. The teacher's manual had limited information
about activities geared toward helping students with limited English
proficiency skills. Many of the activities
suggested using big books to help students who spoke limited English. The
manual suggests that teachers also utilize centers as an additional
instructional method to help students. It gives specific details about which
skills to focus on and what to include in the centers, but fails to provide
specific instructional guidelines to assist students using this technique.
However, the manual does refers to a Learning Framework Card (#5) for
additional suggestions, which only gives a broad overview of various literacy
skills and teaching techniques to use with limited English speaking students.
In addition the Phonic Review Guide for teachers and the Phonics
Review workbook for students did make any reference to activities for
students who speak limited English.
Overall the
program did not include authentic literature that was culturally responsive or
provide adequate instructional information for teachers concerning how to help
students with language difficulties to become proficient reader and writers of
the English language.
As our schools
become more multi-cultural, there is a need to assess how we, as educators, are
teaching these children from diverse backgrounds. According to Kathryn Au (1998), there have been numerous studies
over the past 20 years that have concluded that there is an achievement gap
between those students from mainstream backgrounds and those from diverse
backgrounds. The author defines students of diverse backgrounds as
"students in the United States who are usually from low-income families;
of African American, Asian American, Latin, or Native American ancestry; and
speakers of a home language other than standard American English" (p.
298). The experiences that they bring
to literacy events, albeit different from the mainstream at times, must be
valued and understood in respect to ethnicity, primary language and social
class. If teachers wish to empower
students (of diverse backgrounds) through literacy so that they can become
agents of change, they must be taught in ways that take their differences and
needs into account.
Au (1998)
proposes a framework that encompasses seven areas to be considered when trying
to bring about an expanded vision of literacy strategies and concepts in our
schools. These considerations may allow
students of diverse backgrounds to succeed and ultimately close the gap between
them and their mainstream peers. Among
the seven proposals, she includes instructional
methods-the focus of this paper.
While the definition of instructional methods can vary from educator to
educator, this discussion will highlight the inclusion of direct explicit
skills-oriented instruction and process-oriented methods in the literacy
education of students of diverse backgrounds.
Delpit (1986) believes that educators should combine the two approaches
mentioned so that the skills are learned in meaningful contexts. Her contention is that skills "within
the context of critical and creative thinking" are essential "if
minority people are to effect the change which will allow them to truly
progress" (p. 384). In addition,
she believes that there is a culture of
power in our society. In its
simplest form, this refers to middle-class white America establishing codes or
rules by which all members of our society are judged. Delpit (1988) as well as Au (1998) believe that people from
different backgrounds should be instructed in such a way that they quickly
learn the codes and rules of the culture of those who have this power. For many learners, this direct skills-oriented
approach must be done explicitly and repeatedly in order for them to succeed
and function within the culture of power.
Considering
the research on what these students of diverse backgrounds need, Open Court
Reading 2000, the newest version, has a fair amount to offer multicultural
classrooms. Students are definitely
taught specific literacy skills needed to participate in the culture of
power. Each day begins with this direct
explicit teaching of our alphabetic code that is necessary for students of
diverse backgrounds to acquire.
However, it is taught in isolation, for the most part. Connections are eventually made with
connected text, so they become aware of the need to attain these skills. Suggestions are provided in all teacher
manuals for ESL learners, but overall they do not address specific needs of these students.
For example, in one first grade lesson, there is no mention of
modifications until the writing portion (about animals) of the lesson at the
end. The suggestion is to pair the ESL
learner with a native English speaker who has the same interest in a particular
animal. This is suggested in order to
promote language skills. Another idea
involves suggesting that the ESL learner write about an animal native to his or
her country so others may learn about it as well. This seems to be a better choice. A culturally responsive teacher might help the ESL student learn
how to write for an audience who has little information on a topic-a skill need
to function in the larger society.
Although teaching skills is important to these students of diverse
backgrounds, the skills must be put back into context in purposeful meaningful
ways because these students may not make the connections needed without
explicit explanations. In addition,
there appears to be more emphasis on skills rather than process in the writing
component. Although mainstream students
seem to benefit from a balance of the two, learners of diverse backgrounds may
need more of this skill-based instruction that Open Court offers.
Open
Court also provides many activities to develop a child's phonemic awareness in
the early grades. Although this would
seem to be beneficial to most students, it may confuse others. The concept of segmenting a word into its
separate phonemes may be abstract if not properly connected back to the writing
process (encoding). The same holds true
for blending, useful for decoding words in a connected text. In addition, some cultures lack specific
sounds that are native tongue to English speakers. The Open Court curriculum does not make reference to this
possibility in their literature. Some
students may need some work on the articulation of a particular sound to help
them position their tongue or lips in order to be able to produce the sound
being taught in isolation, segmented or blended. One would hope that the teacher would be aware of such a
disability and individually instruct the student or obtain suggestions from a
speech therapist. Meeting the needs of
students from diverse backgrounds ultimately falls on the shoulders of
well-informed caring teachers who are aware of the skills and strategies these
students need to function and succeed in the larger society.
A
culturally responsive instruction appreciates children’s home cultures and builds
upon the uses of language that children already understand (Neuman, 1999). This approach recognizes the importance of
continuity between the experiences a child has at home and the experiences the
child has at school. Educators must
realize that the importance literacy has in a child’s life depends on whether
reading and writing is meaningful to them in their daily lives. For this reason it is important to involve
the child’s community in his/her learning process. Reading programs that establish a strong partnership with parents
and other community members are those that believe reading is more than a
school subject (Fredericks, 1995).
Children begin their literacy development
long before they enroll in school. They
learn to read and write within their personal relationships, their families
(Neuman, 1999). Everyday experiences
allow children from all cultures the opportunities to develop their language
skills. At school the structure of
language experiences changes for children.
Children are more apt to work in small and large groups than
individually with an adult. This change
in communication style can lead to a division between home and school. If this division is ignored students are
unable to fully develop their literacy skills.
In many instances the experiences from home are not seen as valid or
important as compared to the experiences at school (Neuman, 1999).
Au points out in her article that according
to Cummin’s Theoretical Framework students who are confident in their own cultural
identity will participate successfully in school (Au, 1998). He claims that diverse students will improve
in literacy when educators make stronger links to the community. Students need to see the importance of
literacy in their lives. Educators do not
often extend the idea of community beyond school. Those that do realize that literacy differs across cultures and
connections must be made to the communities that the students belong to.
The Open Court
reading program promotes parental involvement through newsletters and
activities designed for parents. At the
beginning of each theme a letter is sent home explaining to the parents what
his/her child will be learning. On the
web site there is a parent activity page.
This page has ideas and activities that the parents can do with their
child. Most activities are related to
books. There are some speaking and
listening activities that could be done in any environment. The program does not draw upon the students’
previous experiences with literacy. The
instruction begins and ends exactly the same for each student. It would be up to the individual teacher to
realize the importance of building upon the literacy foundations students have
when they come to school and incorporating this philosophy into their daily
instruction.
Role of the
Home Language
Children
learn to read and write in the context of their closest personal relations -
their family. Everyday activities, such
as eating or playing, create opportunities for children to ask questions and
for parents to relay language information.
From these routine, collaborative experiences, children of all cultures
learn about written and spoken language and how to use it for a wide variety of
purposes.
During these
everyday events, however, parents demonstrate what is involved in spoken and
written language. And from these rich,
contextualized activities, children develop ideas about the functions and uses
of language and literacy, internalizing many of the roles and routines long
before coming to school.
As the primary
education context moves from home to school, however, the child enters a
different world. Language and literacy
experiences in the classroom may differ dramatically from the informal shared
learning environment of the home. At
school, teachers must often try to organize and engage in discussion with whole
classes or small groups, rather than individual children. Sometimes teachers may not understand the
child's particular "ways of speaking" or communicating as the parent
does at home.
This mismatch
in communication styles has important implications for literacy instruction,
especially in the early grades. Ferdman
(1990) argues, that children who perceive reading and writing as reaffirming
their cultural identity become more engaged in literacy tasks. By contrast, if written tasks devalue
children's identity, the gap may only widen between home and school contexts.
How are
educators able to create more effective language and literacy learning
environments in classrooms? By understanding
the importance of building bridges between home and school literacy and by
understanding the importance of "culturally responsive
instruction". In this approach,
teachers build on children's home culture and patterns of language learning to
further develop their literacy skills.
Culturally responsive instruction that actively engages our increasingly
diverse community of learners may help children build upon their own sense of
identity and extend their emerging language and literacy abilities (Neuman
& Roskos, 1994).
The three
essential features of a culturally responsive environment are: first, culturally responsive instruction
acknowledges and appreciates children's home cultures and attempts to build
upon the uses of language and literacy with which children are already
familiar. Second, a culturally
responsive approach promotes collaboration among children and between children
and adults as they learn through social interaction. Third, a culturally responsive approach shares the same standards
of achievement for children of diverse backgrounds as for those from the
mainstream. Literacy teachers have a
responsibility to enhance all children's literacy skills - to build bridges
that help children understand how to behave in print and to point them toward
new linguistic possibilities. Fourth, a
culturally diverse approach acknowledges the importance of continuity between
the child's experiences with literacy and home and those encountered in school. Therefore, it becomes imperative to involve
parents in children's language and literacy learning in schools when schools
work together with families to support learning, children tend to succeed not
just in school but throughout life.
Activities that foster understanding between teachers and children,
children and children, and parents and teachers allow the contributions of many
cultures to be woven into solutions of common problems, invention of new ideas,
and expansion of imagination. By
assisting children in using what they already know and can do as speakers,
listeners, readers, and writers, we expand their spoken and written language
competencies while affirming their capabilities and cultural identity. Thus, we can approach the language and
literacy instruction of all children, respecting, responding, and advancing the
learning and culture of each individual child.
In the Open Court 2000
Reading Program, the teacher has at his/her disposal the Open Court ESL
Supplements resources which teachers can use in providing extra help with English
vocabulary and sentence structure for Spanish speaking children. The
introductory information includes suggestions for helping ESL students to feel
more comfortable and accepted in their new country. Each lesson correspond to
Open Court Reading Teacher Edition lessons and gives suggestions for explaining
their vocabulary and concepts. ESL
Visual Glossary is a unique reference manual compiled from abstract English
words found in the Open Court Reading series. It has been designed to assist
the ESL or any teacher in explaining the meaning of these English words. It is
filled with suggestions in the forms of pantomimes, demonstrations,
explanations, drawings, and student participation that will help to explain
abstract English words. Both resources are available for grades K-6.