DOLESCENT ,ITERACY
! 0OLICY 2ESEARCH "RIEF PRODUCED BY 4HE .ATIONAL #OUNCIL OF 4EACHERS OF %NGLISH
2ESEARCH SAYS
!DOLESCENTS MAY STRUGGLE WITH READING IN SOME AREAS AND
Z 4HE LITERACIES ADOLESCENTS BRING TO SCHOOL ARE VALUABLE
DO QUITE WELL WITH OTHERS 4HEY MAY ALSO BE CHALLENGED TO
RESOURCES BUT THEY SHOULD NOT BE REDUCED TO STEREO
WRITE IN WAYS THAT CONFORM TO NEW DISCIPLINARY DISCOURSES TYPICAL ASSUMPTIONS ABOUT PREDICTABLE RESPONSES
4HE PROLIFERATION OF HIGH
STAKES TESTS CAN COMPLICATE THE FROM SPECIlC POPULATIONS OF STUDENTS
LITERACY LEARNING OF ADOLESCENTS PARTICULARLY IF TEST PREPARA
Z !DOLESCENTS ARE SUCCESSFUL WHEN THEY UNDERSTAND
TION TAKES PRIORITY OVER CONTENT
SPECIlC LITERACY INSTRUCTION
THAT TEXTS ARE WRITTEN IN SOCIAL SETTINGS AND FOR SOCIAL
ACROSS THE DISCIPLINES PURPOSES
2ESEARCH SAYS Z !DOLESCENTS NEED BRIDGES BETWEEN EVERYDAY LITERACY
Z !DOLESCENTS ARE LESS LIKELY TO STRUGGLE WHEN SUBJECT PRACTICES AND CLASSROOM COMMUNITIES INCLUDING
AREA TEACHERS MAKE THE READING AND WRITING APPROACH
ONLINE NON
BOOK
BASED COMMUNITIES
ES IN A GIVEN CONTENT AREA CLEAR AND VISIBLE Z %FFECTIVE TEACHERS UNDERSTAND THE IMPORTANCE OF
Z 7RITING PROMPTS IN WHICH STUDENTS REmECT ON THEIR ADOLESCENTS lNDING ENJOYABLE TEXTS AND DONT ALWAYS
CURRENT UNDERSTANDINGS QUESTIONS AND LEARNING PRO
TRY TO SHIFT STUDENTS TO hBETTERv BOOKS
CESSES HELP TO IMPROVE CONTENT
AREA LEARNING
Z %FFECTIVE TEACHERS MODEL HOW THEY ACCESS SPECIlC
CONTENT
AREA TEXTS #ONTINUED ON PAGE
«
$EMYSTIFY CONTENT
SPECIlC !FlRM MULTIPLE LITERACIES
LITERACY PRACTICES
0ROMOTING
«
«
!DOLESCENT ,ITERACY
-OTIVATE THROUGH 3UPPORT LEARNER
CENTERED
MEANINGFUL CHOICE THROUGH CLASSROOM ENVIRONMENTS
2ESEARCH
"ASED
4EACHING 0RACTICES
«
%NGAGE STUDENTS WITH
«
REAL
WORLD LITERACY PRACTICES
&OSTER SOCIAL RESPONSIBILITY
THROUGH MULTICULTURAL LITERACY
6ALUE OF -ULTICULTURAL
0ERSPECTIVES
-ONOCULTURAL APPROACHES TO TEACHING CAN
CAUSE OR INCREASE THE ACHIEVEMENT GAP AND
ADOLESCENTS DISENGAGEMENT WITH LITERACY
3TUDENTS SHOULD SEE VALUE IN THEIR OWN CULTURES
AND THE CULTURES OF OTHERS IN THEIR CLASSROOMS
3TUDENTS WHO DO NOT lND REPRESENTATIONS OF
THEIR OWN CULTURES IN TEXTS ARE LIKELY TO LOSE IN
TEREST IN SCHOOL
BASED LITERACIES 3IMILARLY THEY
SHOULD SEE THEIR HOME LANGUAGES AS HAVING
VALUE 4HOSE WHOSE HOME LANGUAGE IS DEVALUED
IN THE CLASSROOM WILL USUALLY lND SCHOOL LESS
ENGAGING
2ESEARCH SAYSx
-ULTICULTURAL LITERACY IS SEEING THINKING READING
WRITING LISTENING AND DISCUSSING IN WAYS THAT
CRITICALLY CONFRONT AND BRIDGE SOCIAL CULTURAL AND PERSONAL
DIFFERENCES )T GOES BEYOND A hTOURISTv VIEW OF CULTURES AND
ENCOURAGES ENGAGEMENT WITH CULTURAL ISSUES IN ALL LITERATURE 3TUDENTS WHO DO NOT SEE
IN ALL CLASSROOMS AND IN THE WORLD
REPRESENTATIONS OF THEIR OWN
! -ULTICULTURAL ,ITERACY ACROSS !LL #LASSROOMS CULTURES IN TEXTS ARE LIKELY TO LOSE
Z -ULTICULTURAL EDUCATION DOES NOT BY ITSELF FOSTER CUL
INTEREST IN SCHOOL
BASED LITERACIES
TURAL INCLUSIVENESS BECAUSE IT CAN SOMETIMES REINFORCE
STEREOTYPICAL PERCEPTIONS THAT NEED TO BE ADDRESSED
CRITICALLY
Z -ULTICULTURAL LITERACY IS NOT JUST A WAY OF READING hETH
Z #ONFRONTING ISSUES OF RACE AND ETHNICITY WITHIN CLASS
NICv TEXTS OR DISCUSSING ISSUES OF hDIVERSITYv BUT RATHER
ROOMS AND IN THE LARGER COMMUNITY WILL ENHANCE
IS A HOLISTIC WAY OF BEING THAT FOSTERS SOCIAL RESPONSIBIL
STUDENT LEARNING AND ENGAGEMENT
ITY AND EXTENDS WELL BEYOND %NGLISHLANGUAGE ARTS
CLASSROOMS
" 'OALS OF -ULTICULTURAL ,ITERACY
Z 4EACHERS NEED TO ACKNOWLEDGE THAT WE ALL HAVE CUL
TURAL FRAMEWORKS WITHIN WHICH WE OPERATE AND EVERY
Z 3TUDENTS WILL VIEW KNOWLEDGE FROM DIVERSE ETHNIC AND
ONETEACHERS AND STUDENTS ALIKENEEDS TO CONSIDER CULTURAL PERSPECTIVES AND USE KNOWLEDGE TO GUIDE AC
HOW THESE FRAMEWORKS CAN BE CHALLENGED OR CHANGED TION THAT WILL CREATE A HUMANE AND JUST WORLD
TO BENElT ALL PEOPLES Z 4EACHERS WILL HELP STUDENTS UNDERSTAND THE WHITE
Z 4EACHER KNOWLEDGE OF SOCIAL SCIENCE PEDAGOGICAL AND NESS STUDIES PRINCIPLE THAT WHITE IS A RACE SO THEY CAN
SUBJECT
MATTER CONTENT KNOWLEDGE ABOUT DIVERSITY DEVELOP A CRITICAL PERSPECTIVE ON RACIAL THINKING BY
WILL FOSTER ADOLESCENTS LEARNING PEOPLE OF ALL SKIN COLORS
Z 3UCCESSFUL LITERACY DEVELOPMENT AMONG %NGLISH ,AN
Z -ULTICULTURAL LITERACY WILL SERVE AS A MEANS TO MOVE
GUAGE LEARNERS DEPENDS ON AND FOSTERS COLLABORATIVE BETWEEN CULTURES AND COMMUNITIES AND DEVELOP
MULTICULTURAL RELATIONSHIPS AMONG RESEARCHERS TEACH
TRANSNATIONAL UNDERSTANDINGS AND COLLABORATION
ERS PARENTS AND STUDENTS Z )DEALLY STUDENTS WILL MASTER BASIC LITERACIES AND BE
Z )NTEGRATION OF TECHNOLOGY WILL ENHANCE MULTICULTURAL COME MULITCULTURALLY LITERATE CITIZENS WHO FOSTER A
LITERACY DEMOCRATIC MULTICULTURAL SOCIETY
#ONTINUED ON PAGE
%NDNOTES
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!LL RIGHTS RESERVED .O PART OF THIS PUBLICATION MAY
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WITHOUT PERMISSION FROM THE COPYRIGHT HOLDER !DDITIONAL COPIES OF THIS POLICY BRIEF MAY BE PURCHASED FROM THE .ATIONAL #OUNCIL OF 4EACHERS OF %NGLISH AT
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