[Critical] Multilingual and Multicultural Awareness in the Pedagogical Responsiveness of Literacy Educators

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  • Author(s): Smith, Patriann (ORCID Smith, Patriann (ORCID 0000-0001-7741-0006); Smit, Julie (ORCID Smit, Julie (ORCID 0000-0001-5701-4305); Nigam, Anita; Finch, Beverly; Burke, Dawn
  • Language:
    English
  • Source:
    Berkeley Review of Education. 2022 11(1):5-40.
  • Publication Date:
    2022
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Berkeley Graduate School of Education, University of California, 5648 Tolman Hall, Berkeley, CA 94702. Tel: 510-328-3701; e-mail: [email protected]; Web site: https://escholarship.org/uc/ucbgse_bre
    • Peer Reviewed:
      Y
    • Source:
      37
    • Sponsoring Agency:
      Department of Education (ED)
    • Contract Number:
      U215N12001314
    • Education Level:
      Higher Education
      Postsecondary Education
      Elementary Secondary Education
      Early Childhood Education
      Elementary Education
      Kindergarten
      Primary Education
    • Subject Terms:
      Cultural Awareness; Literacy Education; Teacher Educators; Cultural Differences; English Language Learners; Expertise; Personal Narratives; Writing Instruction; Teaching Experience; Teaching Methods; Teacher Education; Metalinguistics; Teacher Attitudes; College School Cooperation; Faculty Development; Elementary Secondary Education; Kindergarten; Diversity; Culturally Relevant Education
    • ISSN:
      1947-5578
    • Abstract:
      This study examined the elements of [critical] multicultural awareness ([C]MA) and [critical] multilingual awareness ([C]MLA) identified in the pedagogical responsiveness of five literacy teacher educators (LTEs), the factors that influenced such awareness, and the ways in which these forms of awareness shaped educators' pedagogical responsiveness in literacy. Findings based on data from LTEs' Scholarly Personal Narratives (SPNs) and comprehensive bi-weekly reports 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). Factors influencing awareness were assumptions based on otherness and teaching experience, positioning, observations related to literacy expertise, and discipline. Awareness, in turn, influenced educators' pedagogical responsiveness as they developed the ability to capitalize on linguistic and cultural difference. Implications for teacher educators' awareness and responsiveness are highlighted.
    • Abstract:
      As Provided
    • Publication Date:
      2022
    • Accession Number:
      EJ1336428