Scaffolding Agentic Literacy & Voice Honoring Practices For Language Minority Students


Scaffolding Agentic Literacy & Voice Honoring Practices For Language Minority Students
Rachel R Fletcher
Degree Name
Master of Arts in Teaching (initial licensure)
Project Type
<h2>This Action research project sought to discover how teachers and researchers have looked at accessible literacy practices that bridge home and school discourse in historically and linguistically underrepresented populations in English Language Arts classrooms and how to build self-efficacy in those classrooms with student monitored assessment as learning practices. I searched for research on class/privilege assumptions regarding student funds of knowledge, linguistic repertoires, and sociocultural approaches as they are related to various themes such as deficit perspectives in order to understand the consequences and possibilities of our field’s dominantly white, L1 English speaking, middle-class teachers on the historically underrepresented people they serve to educate. I also searched for scaffolding and student self-assessment and assessment-as-learning strategic teaching processes because it is not enough to make a space inclusive and conducive to all student voices but to challenge and deepen the student voice as their right to rigorous learning as a trusted facilitator. Additionally, because I would be studying my own practice and focusing on these ideas in my endorsement area, I looked for studies that indicated the kinds of instruction that are effective for close reading strategies in the English Language Arts classroom as a message and means of student self-efficacy, self-regulation, and resilience. Further, using close reading through reciprocal teaching and transactional reading respectfully and fiscally circumvents mandated curriculums at no or little cost to districts, avoiding the prescriptive and commercialized literacy programs that affect low-income schools the most.</h2>
agentic literacy, language minority, funds of knowledge
Committee Member
Melanie Landon-Hays, Paul Miller
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Date Available
Historical Downloads
Bilingual, Multilingual, and Multicultural Education; Language and Literacy Education