NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1450818
Record Type: Journal
Publication Date: 2024
Pages: 28
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1079-0195
EISSN: EISSN-2332-7413
A Critical Systematic Review of Cultural and Community Practices in Integrated Reading and Writing Courses in Two-Year Colleges
Yvette M. Regalado; Danielle L. McEwen; Carlton J. Fong
Journal of College Reading and Learning, v54 n4 p191-218 2024
This study aimed to synthesize and critically analyze 24 empirical studies that focused on Students of Color (SOC) in Integrated Reading and Writing (IRW) classrooms in U.S. community colleges. Our review, through the cultural and community practices framing, examined IRW studies and how SOC, curriculum/institutional reform, and wise pedagogical practices for culturally diverse learning communities were portrayed. Our cultural and community practices framework was informed by culturally sustaining pedagogy and community cultural wealth framework in literacy. Through narratively reviewing studies, we generated the following six themes using our framework of cultural and community practices in classroom settings: "ways to culturally diversify reading and writing text, strengthening students' identity through curriculum, fostering community in the postsecondary classroom, supporting students' mother tongue in the classroom, the need for diverse faculty representation," and "the need for asset-based narratives in developmental education." Implications for asset-focused research and practice are discussed in postsecondary literacy spaces.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Information Analyses
Education Level: Higher Education; Postsecondary Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A