Using Multiple Instructional Mediums to Foster Critical Literacy Skills with the Adult Lingusitic Diverse Learner
Abstract
Critical reading is the apex of tertiary education and the chief focus in higher education courses as they prepare adults for the workforce. Without significant improvements in academic preparation and support, many linguistically diverse [LD] students will have higher dropout rates in their first year of college. Developmental reading instruction practices are designed to emphasize moving the first-year LD students from sub-par reading levels towards the application and development of critical reading skills, as demanded by their college courses. Many community colleges across the United States, prepare assessments tests in reading and mathematics for most, if not all, newly admitted students. These tests are used as placement guides, especially when the newly admitted applicant’s high school transcript or SAT scores do not demonstrate that the student possesses the critical reading or mathematical ability needed to pass the 70 percentage threshold, an indication of being college ready. This paper argues that teaching critical reading requires embracing students’ cultural capital and implementing scaffolds that will support the Adult Linguistic Diverse learner/students (ALDl/s). Results from this study indicate that both intrinsic values and instructor’s disposition influences the ALD learner attitudes related to developed critical reading performance. These findings indicate that using multiple instructional mediums [MiMs] had a positive impact on students’ critical reading skills and contributed to the ALD learners’ comprehension, motivation, and critical reading skills.
References
2. Bourdieu, P. (2011). The forms of capital. (1986). Cultural theory: An anthology, 1, 81-93.
3. Brown. S. (2015). Exploring Part-Time Teacher Professional Development and Best Practices on Adult Learners’ Outcomes. Published doctoral dissertation). Walden University.
4. Buck, G. A., & Akerson, V. L. (Eds.). (2016). Enhancing professional knowledge of pre-service science teacher education by self-study research: Turning a critical eye on our practice.
5. Cham, Switzerland: Springer.
6. Cooke, A., Cross, P., & Newcomb, S. A. (2016). Interventions to bolster success: The experiences of nontraditional students in higher education. Western Carolina University.
7. de Kleine, C., & Lawton, R. (2015). Meeting the needs of linguistically diverse students at the college level. Oak Creek, WI: College Reading & Learning Association.
8. Dexter, A. L., Lavigne, A. L., & de la Garza, T. O. (2016). Communicating Care Across Culture and Language: The Student–teacher Relationship as a Site of Socialization in Public Schools. Humanity & Society, 40(2), 155-179.
9. Ferris, D., Eckstein, G., & DeHond, G. (2017). Self-directed language development: A study of first-year college writers. Research in the Teaching of English, 51(4), 418.
10. Knowles, M. S. (1984). Andragogy in action: Applying modern principles of adult education.
11. Ladson-Billings, G. (2009). The dreamkeepers: Successful teachers of African American children. John Wiley & Sons.
12. Lavender, J. M., Tull, M. T., DiLillo, D., Messman-Moore, T., & Gratz, K. L. (2017). Development and validation of a state-based measure of emotion dysregulation: The State Difficulties in Emotion Regulation Scale (S-DERS). Assessment, 24(2), 197-209.
13. López, M. D. R., Carrillo, L. J., & García, S. F. (2017). Levels of Trust in College Teachers. In Advances in Human Factors, Business Management, Training and Education (pp. 1091-1099). Springer International Publishing.
14. Mansilla, V. B., & Chua, F. S. (2017). Signature Pedagogies in Global Competence Education: Understanding Quality Teaching Practice. In Educating for the 21st Century (pp. 93-115). Springer Singapore.
15. Peirce, B. N. (1995). Social identity, investment and language learning. TEOSL Quarterly, 29(1), 9-31.
16. Perkins, D., Tishman, S., Ritchhart, R., Donis, K., & Andrade, A. (2000). Intelligence in the wild: A dispositional view of intellectual traits. Educational Psychology Review, 12(3), 269-293.
17. Skilton-Sylvester, E. (2002). Should I stay or should I go? Investigating Cambodian women's participation in adult ESL programs. Adult Education Quarterly, 53(1), 9-26.
18. Thomas, K. (2014). The Effectiveness of the Upward Bound Programs in Meeting the Needs of the 21st Century Learners in Preparation for College Readiness. (Published doctoral dissertation). Clark Atlanta University, Georgia.
19. Stark, P., & Noel, A. M. (2015). Trends in High School Dropout and Completion Rates in the United States: 1972-2012. Compendium Report. NCES 2015-015. National Center for Education Statistics.
20. U.S. Department of Education, National Center for Education Statistics. (2012). The condition of education 2012 (NCES Publication No. 2006-071). Washington, DC: Government Printing Office.
21. Wang, H. (2017). IDENTITY AND POWER RELATIONS IN IMMIGRANTS'ENGLISH LEARNING.