Reframing literacy practices for culturally and linguistically diverse students in U.S. schools

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Colleen M. Fairbanks, Professor (Creator)
Ye He, Assistant Professor (Creator)
Amy Vetter, Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: The growing numbers of culturally and linguistically diverse students, including English learners, in US K–12 settings, pose unique challenges and opportunities for English educators. While there have been evolving efforts in policy, research, and classroom practices to support culturally and linguistically diverse learners' development, a broadened understanding of their cultural lives and more global and contextualized perspectives are needed. Building upon a cosmopolitan perspective, this article explores the current policies, research, and practices related to language and literacy education for these students. Promising practices in English education in terms of strategies to promote world Englishes, multiliteracy and critical literacy practices are examined. Finally, recommendations for the development of policy and research that address a broader sociocultural understanding of culturally and linguistically diverse students and English education are also provided.

Additional Information

English Education. 46(4), 327-344
Language: English
Date: 2014
English education, English learners, multiculturalism, multiliteracies, critical literacy

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