Culturally Responsive Language and Literacy Instruction With Native American Children

2021 ◽  
Vol 41 (2) ◽  
pp. 186-199
Author(s):  
Matthew Gillispie
Keyword(s):  
Native American ◽  
Literacy Instruction ◽  
Culturally Responsive ◽  
Language And Literacy ◽  
Language And Literacy Instruction ◽  
American Children

scholarly journals Effective language and literacy instruction: Evaluating the importance of scripting and group size components

2018 ◽  
Vol 42 ◽  
pp. 256-269 ◽  
Author(s):  
Dorthe Bleses ◽  
Anders Højen ◽  
Philip S. Dale ◽  
Laura M. Justice ◽  
Line Dybdal ◽  
...  
Keyword(s):  
Group Size ◽  
Literacy Instruction ◽  
Language And Literacy ◽  
Language And Literacy Instruction

Preparing Teachers to Serve English Learners With Language- and/or Literacy-Related Difficulties and Disabilities

2018 ◽  
Vol 41 (3) ◽  
pp. 176-187 ◽  
Author(s):  
Alba A. Ortiz ◽  
Phyllis M. Robertson
Keyword(s):  
General Education ◽  
Special Education Teachers ◽  
English Learners ◽  
Culturally Responsive ◽  
Interdisciplinary Collaboration ◽  
Shared Knowledge ◽  
Teacher Education Programs ◽  
Language And Literacy ◽  
Language And Literacy Instruction ◽  
Responsive Instruction

Competencies needed by teachers who provide language and literacy instruction to English learners (ELs), including bilingual education, English as a second language, general education, and special education teachers, are outlined. The competencies suggest a shared knowledge base all teachers of ELs must have to provide linguistically and culturally responsive instruction and intervention that is differentiated to meet students’ language-, literacy-, and/or disability-related needs. Implications for teacher education programs are discussed, highlighting the importance of interdisciplinary collaboration in teacher preparation.

Need for Culturally Responsive Literacy Instruction in Native American Communities

2016 ◽  
Vol 1 (14) ◽  
pp. 56-68
Author(s):  
Matthew Gillispie
Keyword(s):  
Native American ◽  
Early Literacy ◽  
Literacy Instruction ◽  
Culturally Responsive ◽  
Historical Trauma ◽  
Social Health ◽  
Educational Disparities ◽  
Current Events ◽  
European Colonialism ◽  
Responsive Instruction

Since the time of the European colonialism and Manifest Destiny, all Native American (NA) communities have experienced intergenerational historical trauma stemming from past and current events. The resulting effects of historical trauma on individuals, families, and communities pass from generation to generation, and are hypothesized to be the cause of contemporary social, health, and educational disparities in NA communities. The author first provides an overview of historical trauma and persistent social, health, and educational disparities in NA communities today. This is followed with an introduction to culturally responsive instruction and services, and how this should be applied to NA children and communities. To conclude the article, readers are provided a description and key components of a university personnel preparation project, designed to recruit, educate, and empower future NA and non-NA speech-language pathologists (SLPs) with coursework and experiences related to culturally responsive early literacy instruction and services, as well as resources and examples for current educators and professionals.

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