Multicultural Literacy Instruction, What’s Your Excuse?
You have probably seen this before. Think back to your elementary school days. In your school how many people were in the top of your class when it came to literacy? It is likely that the most successful students were white middle class, native English speakers who have lived in America their whole life.
So, why is that? Why are students who come from more diverse backgrounds at such a disadvantage? In 21st Century America, our society is still focused on the Eurocentric ways of our past and this one sided view is taking a detrimental toll on our linguistically and culturally diverse students. This reality that Phuntsog (1998) points out is that a
Keeping this in mind, it is one of the many reasons as to why there is this significant achievement gap between our white mainstream students and the rest of our diverse group of students. A reality of this is that in teaching a one-sided curriculum, teachers are preventing students from succeeding to their maximum ability. Students should be getting an experience that is more diverse and reaches beyond the norms of society and this can be accomplished through culturally responsive literacy instruction to close this achievement gap.
Why does this matter? Students in America are far more diverse then your middle class white student and yet the material that has consistently been in the curriculum for ages still favors this mainstream group of students. It is important to note that it is predicted that
“by the year 2020 that one of every two young people will be of diverse background therefore changing the definition of majority society” (Nichols; Rupley; Webb-Johnson; and Tlusty, 2000, Pg 3).
Especially with this significant shift coming in the future, teachers need to be aware and be prepared to teach these diverse audiences. Having a more diverse audience should not just be shrugged off, for it is imperative to be recognized in order for all students to be able to succeed. As Nichols(2000) mentions,
“the culture of many students, while different from that upon which much of the U.S. educational system is based, is neither inadequate nor deficient; rather, the problem lies in the educational system” (Nichols; Rupley; Webb-Johnson; and Tlusty, 2000, Pg 1).
These flaws within the system have definitely had a detrimental effect on students who come from backgrounds other than the white mainstream students. It is very common for students who are linguistically and culturally diverse to feel disconnected from the material that is taught in schools because of the ways that it is different from what they are used to. Facts have shown that
This gap in achievement is real and should not be overlooked because of the affects it has had on many of our students. Another commonality that is seen with diverse learners is that there tends to be a mismatch in what is expected of diverse students both at home and at school making it difficult for students to adapt and being a part of the classroom. Many have felt that
“educational systems must be transformed so that all students have an equal chance to succeed.”(Nichols; Rupley; Webb-Johnson; and Tlusty, 2000, Pg 1).
It is believed that because there is this lack in diversity within the material that is being taught in schools, mainstream students have an unfair advantage over others, which is one of the main reasons as to why there is an achievement gap. If the material were more applicable to the students’ lives then it would be far easier for the culturally and linguistically diverse students to achieve on a similar level to other students. Every student is different and has unique needs so it is so important that material within the curriculum is applicable and relatable to more than just one group of students.
How can this be changed? This can be accomplished through Multicultural Literacy programs. In order to implement this successful type of approach, it is important to start with the people that will be delivering this information to the students; the teachers. As Phuntsog (1998) explains well,
In having teachers think in this new mindset, it will only make the process of adopting this new approach to teaching easier. This type of instruction has a huge variety of benefits for students in that it allows for a far more diverse curriculum that fits the needs for all students. One of the great aspects behind it is that it
This is a great aspect to this type of curriculum because it focuses on what your students do well and the positive aspects of what he or she can bring to the table. Teachers of diverse learners may have the tendency to focus on what the students need to improve as opposed to the skill set that their students already possess.
For example, a student may be a great reader in their native language, but they struggle with reading in English. Rather than writing the student off as not being able to comprehend something, there are better means of teaching them. A possibility could be that you have the student first read the material in their native language and then read it again in English, or instead of submitting a written essay having them draw a picture on the material and having them explain it to the teacher.
These strengths and weaknesses can definitely vary from culture to culture which is why it is imperative that teachers get to know their students personally so they know what will work best for them. Rather than constantly harping on what the student is doing wrong, the Multicultural Literacy Approach encourages teachers to refocus on what the student is doing right and how they can play to what they do best as opposed to what they need to work on.
This type of approach is seen to be effective in that students feel more comfortable with what they are doing and they are also able to gain confidence in their reading abilities through this type of approach. Another positive aspect to this type of program is that it
“bridges the gap between the school and the world of the student”(Nichols; Rupley; Webb-Johnson; and Tlusty, 2000, Pg 2).
Essentially it makes their world and their lives that they are living, relevant. A great way to go about this is having books in your classroom that display a wide variety of different cultures and values unique to each of your students. The more diverse and the better variety you can get, the more beneficial it will be for your students because it will allow them to not only make connections to cultures and values similar to their own, but it will also allow them to make connections to materials other than their own. As Callins(2006) says,
“teachers who frequently use multicultural children’s literature integrate reading and writing across the curriculum, and teach skills in the context of meaningful literacy experiences”(Callins, 2006, Pg 5).
This type of learning really brings more of a worldly perspective on things because students are learning about materials that they would not typically experience in the classroom.
Having a program like this is beneficial to students education because it makes what they are learning special to every individual and it makes them as students feel important because of the valuable connections that they can make from what is taught in their classes to their own life. Being able to apply materials that are learned in class makes the material more interesting when it is viewed as being applicable and individualized.
Having a Multicultural Literacy approach can definitely enhance a student’s literary experience in school. In looking at things from a broader perspective and gearing your materials toward multiple audiences, you are only benefitting your students in the long run by evening the playing field and working toward breaking down the walls of the achievement gap.
Do not leave your cultural students behind; take the Multicultural Literacy Approach.
TeacherFeed
15 reasons multicultural literacy instruction can reduce the achievement gap
1) Focuses on the strengths
Rather than focusing on what your students are doing wrong and what their weaknesses are, multicultural literacy instruction allows for teachers to focus on what students are excelling at and how these skills can be used to better their learning. This allows for students to achieve more with the skills that they already possess rather than being left behind their mainstream counterparts.(Au, 2001, Pg 3)
2) Makes connections to students home culture
In having resources available to frame materials around multiple cultures it allows students to be able to make connections to traditions and values of their own culture. In being able to make these personal connections not only are they further defining themselves as people, but they are also more likely to be interested in their learning to be more successful in their classes.(Au, 2001, Pg 3)
3) Allows for higher level thinking
Some teachers believe that diverse students cannot make deeper level connections because the literacy materials that they are providing them with is very one sided. In providing students with materials that they can connect to and relate to will make things much easier for students to think on a higher level rather than basic level comprehension.(Au, 2001, Pg 2)
4) Makes education more equal
In tailoring curriculums to only focus on Eurocentric values and cultures, teachers are only focusing on the mainstream group of students giving them an unfair advantage over other students. In taking a multicultural approach it allows every student to be successful and it really evens out the playing field in shifting information to be geared toward all different kinds of students.(Nichols; Rupley; Webb-Johnson; and Tlusty, 2000, pg 3).
5) Appreciates cultural identities
We all know what is feels like to be appreciated and wanted and in a typical American curriculum not all cultures are represented fairly or appreciated because it is so focused on Eurocentric values and concepts. In having a multicultural literacy approach, there are many more cultures that are represented and appreciated through the curriculum. In having these cultures represented it stimulates thinking and allows for both mainstream and diverse cultural learners to appreciate the world around them. (Richards, Brown,Forde, 2007 pg 2)
6) Prevents conforming to “fit in”
In having curriculums that only value and focus on Eurocentric ideas, it may lead to students feeling pressures to conform to the mainstream society in order to be successful and “fit in”. In having a multicultural approach it allows students to be themselves and identify how they would like to be without having to change themselves in order to feel like they belong.(Richards, Brown,Forde, 2007 pg 2)
7) Creates a safe community
Discussing ideas regarding culture and identity can be very sensitive issues for students. When students cannot relate to the material they may be apprehensive as to whether or not they should engage in the classroom community. In allowing all students stories to be heard and appreciated in the classroom it makes for a much stronger and safer classroom community because it allows for students to become comfortable with one another in sharing who they are and where they come from.(Au, 2001, Pg 6)
8) Allows for students to learn about themselves
Students have all different backgrounds and cultures and mainstream literacy education is only tailoring to one specific type of audience. While it is easy for white students to identify with values and cultural interests in the classroom, diverse learners are not able to make those connections. Having multicultural literacy practices allows for students to learn more about themselves as people by relating to characters similar to themselves.(Au, 2001, Pg 3)
9) Learn about a new culture and how it’s different
Even if the culture that is being taught in the classroom is different from the students’ own culture, they are still becoming more aware of the world and people around them. Having this type of approach is great because it’s spreading awareness and is allowing students to understand similarities and differences to the cultures that are around them.(Au, 2001, Pg 4)
10) Brings value to their stories
Every student comes from somewhere different and has these types of materials in the curriculum and it is valuable because it validates that they have a story and it’s okay if it is different from the student sitting next to them. This type of approach brings value to students’ understanding in the classroom and it gives their story a voice in the classroom.(Nichols; Rupley; Webb-Johnson; and Tlusty, 2000, pg 2)
11) Topics that are interesting for them
Rather than having to read about the same mainstream topics that are seen over and over again, this type of approach allows for students to see and appreciate topics that are interesting to them personally. Having materials that students can relate to is so important to their learning and this type of approach is a great way to engage students into the material.(Au, 2001, Pg 8)
12) Makes students feel more comfortable
When you are learning about something that you are unfamiliar with it can be very difficult to want to engage because you don’t feel like you can contribute to the group. In having a multicultural approach it opens up opportunities for students to connect to and relate to the material which in turn allows them to be more comfortable with the material that they are learning.(Au, 2001, Pg 5)
13) Doesn’t just teach to the test
In many cases diverse learners are students that tend to struggle with standardized testing because of how it differs from their own culture and how they are used to being assessed. In mainstream curriculums teachers would focus on small-scale ideas for diverse learners because they are supposed to allow them to pass the test, but in actuality they are hurting their students by not allowing them to think on a deeper level and make connections. Multicultural literacy instruction allows for students to have higher-level thinking, which is a necessary skill for living in America.(Au, 2001, Pg 2)
14) More variety and opportunities for everyone
In American society it is crucial that you have literacy skills in order to be a successful citizen within your community. In adapting material so that all students can be successful and literate in school no matter what, their history is crucial for maximizing the opportunities in their futures.(Au, 2001, Pg 2)
15) Encourages engagement and participation
In being able to connect to the material no matter what, your background will definitely enhance students’ engagement and urge to participate in the classroom. Being able to make those personal connections and having material that resonates with you definitely encourages student to be more active in the classroom.(Au, 2001, Pg 8)
Political Cartoon
As you can see pictured above you have one teacher panicking about how he forgot to include cultural diversity into his classroom curriculum and the principal is standing over him reassuring him that they celebrated Martin Luther King Jr. Day so they should be fine. This who concept is extremely symbolic of what it means to be teaching material that actually represents multicultural diversity that we have in America. According to the Multicultural Curriculum Reform this would represent a school that is teaching at a Stage 2 or Heroes and Holidays. This is the stage where schools celebrate important holidays and Heroes that we have seen within American history (Gorski, 1995–2012). With this type of approach, while they are recognizing diverse individuals it is not implemented very heavily into their curriculum, and these ideas are only recognized on certain days or time periods rather than having a curriculum wide importance. Taking a Stage 5 approach to ones curriculum is far more affective when it comes to having an all-inclusive educational approach for all of your students. This type of approach is called Multicultural, Social Action and Awareness and it has a heavy focus on deeper level thinking of relevant topics to our society (Gorski, 1995–2012). Rather than focusing on one persons perspective, it opens up the floor to endless possibilities.
Citations:
Au, K.H. (2001, July/August). Culturally responsive instruction as a dimension of new literacies. Reading Online, 5(1). Available: http://www.readingonline.org/newliteracies/lit_index.asp?HREF=/newliteracies/xu/index.html
Callins, T.(2006)Culturally Responsive Literacy Instruction Retrieved from:http://ea.niusileadscape.org/docs/FINAL_PRODUCTS/NCCRESt/practitioner_briefs/%95%20TEMPLATE/DRAFTS/AUTHOR%20revisions/annablis%20pracbrief%20templates/Literacy_final%20copy.pdf
Gorski, P. (1995–2012). Stages of multicultural curriculum transformation: http://www.edchange.org/multicultural/curriculum/steps.html
Nichols, W.; Rupley, W.; Webb-Johnson, G.; and Tlusty, G. (2000) “Teachers Role in Providing Culturally Responsive Literacy Instruction,” Reading Horizons: Vol. 41: Iss. 1, Article 1.
Available at: http://scholarworks.wmich.edu/reading_horizons/vol41/iss1/1
Phuntsog, N.(1998)The Magic of Culturally Responsive Pedagogy: In Search of The Genie’s Lamp in Multicultural Education. Retrieved from: http://files.eric.ed.gov/fulltext/ED420632.pdf
Richards, H.;Brown, A.;Forde, T.(2007) Addressing Diversity in Schools: Culturally Responsive Pedagogy. Retrieved from: https://bcps.org/offices/oea/pdf/addressing-diversity.pdf
RIF (2010) RIF Multicultural Literacy Campaign Retrieved from: http://www.rif.org/documents/us/RIF_Multicultural_Lit_Campgn_Fact_Sheet_2010.pdf
