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Facilitating Culturally and Linguistically Responsive Learning in PreK-3rd Grade Environments: Using Learning Stations With Disciplinary Literacy

Facilitating Culturally and Linguistically Responsive Learning in PreK-3rd Grade Environments: Using Learning Stations With Disciplinary Literacy

Ross Glen Chandler Nunamaker, William Arthur Mosier
Copyright: © 2022 |Pages: 17
ISBN13: 9781668442159|ISBN10: 1668442159|ISBN13 Softcover: 9781668442197|EISBN13: 9781668442166
DOI: 10.4018/978-1-6684-4215-9.ch008
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MLA

Nunamaker, Ross Glen Chandler, and William Arthur Mosier. "Facilitating Culturally and Linguistically Responsive Learning in PreK-3rd Grade Environments: Using Learning Stations With Disciplinary Literacy." Disciplinary Literacy as a Support for Culturally and Linguistically Responsive Teaching and Learning, edited by Leslie Haas and Jill T. Tussey, IGI Global, 2022, pp. 148-164. https://doi.org/10.4018/978-1-6684-4215-9.ch008

APA

Nunamaker, R. G. & Mosier, W. A. (2022). Facilitating Culturally and Linguistically Responsive Learning in PreK-3rd Grade Environments: Using Learning Stations With Disciplinary Literacy. In L. Haas & J. Tussey (Eds.), Disciplinary Literacy as a Support for Culturally and Linguistically Responsive Teaching and Learning (pp. 148-164). IGI Global. https://doi.org/10.4018/978-1-6684-4215-9.ch008

Chicago

Nunamaker, Ross Glen Chandler, and William Arthur Mosier. "Facilitating Culturally and Linguistically Responsive Learning in PreK-3rd Grade Environments: Using Learning Stations With Disciplinary Literacy." In Disciplinary Literacy as a Support for Culturally and Linguistically Responsive Teaching and Learning, edited by Leslie Haas and Jill T. Tussey, 148-164. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-4215-9.ch008

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Abstract

This chapter explores the integration of disciplinary literacy across learning stations in PreK through 3rd Grade classrooms to facilitate culturally and linguistically responsive learning. Through a synthesis of research and the professional experience of the authors, the chapter offers a conceptual framework and pedagogical support for literacy practices that are culturally and linguistically responsive to each child's emerging and developing literacy. Additionally, this chapter describes the components of an interdisciplinary approach to facilitating literacy learning at the prekindergarten through third grade level that ensures a culturally and linguistically responsive curriculum integrating language arts, mathematics, science, and social studies using learning stations. This model supports self-directed learning facilitated by responsive adult-initiated adult-child interaction in a play-based environment for nurturing intrinsic motivation and self-directed learning.

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