Osipova, A. V., PhD., & Lao, R. S., PhD. (2022). Breaking the cycle of failure for culturally and linguistically diverse learners with exceptional needs: Recommendations for improvement of teacher preparation programs. New Waves, 25(1), 1-25. Retrieved from https://www.proquest.com/scholarly-journals/breaking-cycle-failure-culturally-linguistically/docview/2709096457/se-2
Cultural and linguistic diversity (CLD) affects literacy education in various ways. Schools operate using monolingual instructions and adhere to standards reflecting white cultural norms. Dominant practices in schools can create challenges among emerging bilingual students. Schools discriminate against students who speak various dialect languages. English speakers coming from different ethnic backgrounds have long histories of marginalized people. Literature teachers do not cover linguistic, metalinguistic, and meta-cultural knowledge. Alternatively, they have little awareness regarding extensive beliefs whereby schools fail to recognize the role of background information in shaping literature education. Literature teachers cannot use students and existing strengths to make literature a success.
Learners with exceptional needs and requirements face vulnerability and extended marginalization. Essential strengths underutilized by compromised systems s of literature education include undermining minority behaviors and attitudes towards literature. Researchers and practitioners revealed that individual students encounter difficulties while learning linguistics studies. Specifically, students from literature classes have high rates of dropouts due to poor pro-social engagement. Furthermore, literature courses have shown consistent academic failures leading to insufficient retention capacity. The most affected students include those using their Mother tongue, home languages, and other English dialects because they fail to acquire academic languages and literacy successfully.
Some learning institutions consider students using different languages as having insufficient linguistic assets, deem them inadequate to progress, and specialize in literature due to divided languages. Some institutions use the English language as a standard assessment and qualification to learn literature, thus giving priority to long-term English learners and speakers and discriminating against students using English as their second language.
The most significant discrepancies in literature learning involve performance testing on standardized testing because English proficient learners perform exceedingly well in literacy compared to other students. Controversies associated with notions of misappropriating literacy reading are due to racial and language differences. On the other hand, teachers with inadequate training skills and poor competency do not present systematic practices. Studies associated unprepared teachers with ineffective literacy instructions, thus affecting learners. Consequently, students struggle in literacy learning and experience slow progress in acquiring appropriate literature.
Disability conditions are significant barriers limiting learning and progress in literature studies. Underlying beliefs and stereotypes regarding disability and literature learning perceive that disability challenges are not an asocial problem that requires treatment by remediating and eliminating them through learning literature. Therefore, the root cause of literacy academic struggle dominates in school systems such that affected students experience marginalization and oppression due to their exceptional needs. Furthermore, weak systems characterized by marginalized or biased assessment of English-only statements affect students’ understanding of linguistic instructions. Incompetent teachers use word-level instruction sets that compromise syntax-and literature discourse-focused instructions. Lack of culturally oriented and relevant instructions to develop literature knowledge undermines learners’ esteem. It renders students incapable of visualizing linguistic and cultural assets. The article explains that the lack of adequate research offering guidance regarding developing literacy studies has reduced its expected trajectories. The paper argues that teachers’ lack of sufficient training by imparting a comprehensive understanding of relationships among linguistics, literature, and culture affects learning outcomes.
Senyshyn, R., & Martinelli, A. (2021). Learning to support and sustain cultural (and linguistic) diversity: Perspectives of preservice teachers. Journal for Multicultural Education, 14(1), 20-37. doi:https://doi.org/10.1108/JME-02-2020-0015
Literature remains a controversial study due to dilemmas arising from cultural and social identity. Ethnic dilemmas, racial prejudice, gender parity, religious differences, and social-economic status are among the significant hindering blocks in delivering successful literature studies. However, essential strategies can potentially improve educational opportunities and academic performance. Classroom teachers in the 21st century have a demanding mission in accomplishing the literacy needs of all students. Challenges related to cultural and linguistic learning include diverse learners’ personal issues concerning literacy education.
Complex and dynamic social distribution at global and local levels has affected literature and linguistic education. According to the article, demographic shifts have contributed to increasing literature problems and issues due to cultural and social diversity. Research analysis revealed that teachers involved in teaching literature education do not reflect demographic changes in learning institutions. The study argues that teaching staff joins the education profession with minimal understanding regarding issues affecting students’ lives. Reasonably, relevant literature experiences in teaching education programs affect teachers’ practices, beliefs, and practices with culturally diverse students. For instance, the mother-tongue-oriented system allows learners to express their heritage and help them value past and rising group linguistics. However, the system disintegrates concerns of minority groups with differing linguistic cultures. Therefore, the system does not bridge learning to public learning because it does not incorporate personal interests in broader society.
Consequently, teachers maintain biased views characterized by marginalizing groups and communities. The education programs have workers lacking adequate preparations in negotiating differences affecting cultural and linguistic diversification. That implies that the system does not connect student lives and experiences despite the teacher’s background and potential to achieve literature education success.
Literacy education encounters problems related to the impact of diversity systems in education. Biases associated with teaching experiences limited diversity and ignored the needs of marginalized communities. Although studies reveal that experienced teachers can foster success and be culturally diverse to the student, literacy education has critical gaps among black and Hispanic learners.
The article argues that improving literacy studies require preparing teachers to meet learners’ cultural and linguistic needs. Notably, scholars and educator trainers support teachers’ preparation programs to cultivate a mindset of social consciousness and actions. Nevertheless, the enacting attitude of various learners depends on the teacher’s capacity to embrace social consciousness and actions in enacting social and cultural issues. They pray essential roles in acting as agents of social change as stakeholders for improving literature academic progress through embracing English learners and multilingual students.
The article recommends literacy education as a central element for achieving various relevant institutions’ multicultural and cultural relevance. Literacy education should enforce coursework by preserving teachers’ coursework. Therefore, culturally relevant literature is essential in schools for teachers and candidates to establish a necessary understanding of literature and integrate it into various sections. The entire education stakeholders will fill the gaps and explore collaborative efforts between teachers, learners, and society. Literacy education will help individuals learn about multicultural learners and positive shifts toward cultural and linguistic diversity.
Wang, G., & He, J. (2022). A bibliometric analysis on research trends of digital literacy in higher education from 2012 to 2021. International Journal of Emerging Technologies in Learning (Online), 17(16), 43-58. doi:https://doi.org/10.3991/ijet.v17i16.31377
Digital literacy is a multidimensional concept that integrates knowledge, attitude, skills, and .cognition dimensions in learning literature. Scientific production of digital education is progressively improving literacy education. Digital literacy has helped integrate practical evaluation of digital techniques to promote literacy learning. Therefore, digital literacy has facilitated a comprehensive understanding of literacy in a learning institution.
Digital technologies helping facilitate literacy education progress include mobile devices, social media, Wiki platforms, video gaming, and social media. Gradually, digital technologies are becoming significant trends in transforming teaching and learning. Literature studies are growing interest in exploring literacy education. In literacy education, the concept of digital literacy has embraced contemporary understanding in terms of introducing and making significant progress in cultivating technological, cultural, and social stances as redefined using digital technology. Digital literacy has promoted work and layout, embracing a multidimensional concept compassing using skills, attitude, cognition, and knowledge appropriate for enforcing the confidence, creativity, and critical strategies required in literacy learning.
Digital trends and literacy are essential because they comprise various aspects of life and involve mastery of ideas, ideologies, and knowledge of different technical skills. The digital trends address the limitations of manual teaching and learning in literacy studies. Notably, aspects promoted by new technology include promoting media literacy, information literacy, and digital competencies. A digitized society has the potential to analyze, assess, and investigate systematic literature reviews. Trainers, instructors, and facilitators in literature studies can use digital platforms and technologies to interpret, define, and guide different literature narratives. Technology is significant in literacy learning because it integrates different cultures, languages, traditions, and diversity. In that regard, it is easier to engage students from diverse backgrounds.
Yasin, B., Kasim, U., Mustafa, F., Marhaban, S., & Komariah, E. (2022). Self-efficacy of english language teachers with low and high curriculum literacy in indonesian schools. Profile, 24(2), 81-97. doi:https://doi.org/10.15446/profile.v24n2.96187
Literacy education requires building early literacy skills through implementing balanced .approaches that combine foundational instructions with comprehensive language instructions. The article emphasizes that literacy development requires developing a solid foundation characterized by initiating pre-school backgrounds. The article argues that children need preschool education that establishes the groundwork for literacy development. Moreover, high-quality preschool education that supports literacy education should promote affordable and accessible education to all children. The article recommends that teachers and professional literacy developers keep an understanding, a balanced approach focusing on whole-language systems that integrate phonic models.
The article focuses on implementing effective instructional strategies characterized by literacy professionals addressing the disconnect between schools’ literacy curricula and learners’ actual needs. Well-planned differentiated literacy instructions should possess the unique needs of all students, fairness, consistency, and comprehensive literature analysis. In that regard, literacy professionals should aim at assessing, addressing, and following various needs and requirements of individual students to achieve literacy goals.
Literature instructors should increase equity and learning opportunities by eliminating inequity in schools. Based on the .article, literacy educators should have responsibilities for creating culturally responsive environments for students involved in social-emotional needs. The strategy should address inequity and guarantee student engagement in family, environmental, and multicultural aspects. The article recommends that teachers collaborate with colleagues in other areas of study. The involved parties should focus on incorporating digital resources to support literacy instructions. The system should support and pursue professional literature development skills to guarantee quality literacy learning. That implies that reading resources should have high-quality learning environments with supportive systems for all learners. Literature learners should have access to home, class, and reading materials to experience personal, local, and diverse experiences on cultural identities.
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