Details

WHAT KNOWLEDGE OF CULTURE AND LANGUAGE DO EUROPEAN-AMERICAN TEACHERS BRING TO THE LITERACY EDUCATION OF AFRICAN-AMERICAN STUDENTS?

by COOVERT, KERRY C.

Abstract (Summary)
Lower socio-economic African-American students are at-risk in the area of literacy in academics. This may come from a disconnect between the discourse of the student and the discourse of academics. It is a teacher’s responsibility to make a connection between these discourses to support academic success. The purpose of this study was to ascertain what knowledge European-American teachers in an urban district brought to the literacy education of their African-American students. Using one-on-one interviews, the participants responded not only to questions to determine experience and professional knowledge, but also to scenarios that incorporated African-American culture and language communication techniques. The results revealed that four European-American teachers who were interviewed had a foundational knowledge of African-American culture. However, the participants might benefit from a more in-depth knowledge of African-American communication techniques to support connections between the students’ personal discourse and the academic discourse. The study also found that the European-American teachers interviewed did reveal knowledge of culturally relevant teaching. Despite this knowledge, the participants did not incorporate culturally relevant teaching in its entirety. By incorporating a more comprehensive approach to the implementation of culturally relevant teaching, the student might be better supported in the academic setting.
Bibliographical Information:

Advisor:

School:University of Cincinnati

School Location:USA - Ohio

Source Type:Master's Thesis

Keywords:urban education african american english culture european teachers literacy culturally relevant teaching

ISBN:

Date of Publication:01/01/2007

© 2009 OpenThesis.org. All Rights Reserved.