Culturally Relevant Model for Digital Language and Literacy Instruction

Authors

  • Lauren Eutsler University of North Texas
  • Araceli Perez University of North Texas

DOI:

https://doi.org/10.20360/langandlit29576

Keywords:

culturally responsive pedagogy, digital literacies, elementary school, english learners

Abstract

Overwhelming instructional technology options leave teachers searching for efficient approaches to foster differentiated instruction. This study examined an iterative, design-based research approach of one teacher’s 10-week digital literacy and language-guided small-group instructional intervention with second-grade unidentified language learners. Students explored 15 language and literacy apps, engaged in personalized reading experiences, and created authentic artifacts reflective of their culture. Findings led to the Culturally Relevant Model for Digital Language and Literacy Instruction, a roadmap for teachers and teacher educators to plan tailored instruction to better meet the needs of identified and unidentified students’ language and literacy skills.

Author Biographies

Lauren Eutsler, University of North Texas

Lauren Eutsler, Ph.D., is an assistant professor in the department of Teacher Education and Administration at the University of North Texas, Denton, USA: email lauren.eutsler@unt.edu. She teaches literacy courses and researches technology integration when planning literacy instruction.

Araceli Perez, University of North Texas

Araceli Pérez, M.Ed., is a doctoral candidate in the department of Teacher Education and Administration at the University of North Texas, Denton, TX, USA: email araceliperez@my.unt.edu. She teaches literacy courses and researches technology integration within bilingual language and literacy instruction.

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Published

2022-08-19

How to Cite

Eutsler, L., & Perez, A. (2022). Culturally Relevant Model for Digital Language and Literacy Instruction. Language and Literacy, 24(2), 107–132. https://doi.org/10.20360/langandlit29576