Culturally relevant model for digital language and literacy instruction | Culture and communication in digital worlds

Author(s): Lauren Eutsler, Araceli Perez

Year of publication: 2022

Keywords: Culturally relevant instruction, Digital literacy, Language learners, Educational technology, Design-based research

Methodology/Sample: Design-based approach/1 teacher

Reference: 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

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.

> Summary

This study utilized a design-based research approach to enhance digital literacy for second-grade unidentified language learners.
Students engaged with 15 language and literacy apps, creating culturally reflective artifacts.
The research led to the Culturally Relevant Model for Digital Language and Literacy Instruction, aiding tailored teaching strategies.
The study emphasizes the need for teachers to effectively integrate technology into language instruction.

> Problem statement

Teachers are under-prepared to meet the culturally diverse needs of their students in literacy education.
There is a need for effective technology integration in digital literacy instruction for English learners.
The rapid change in technology complicates teachers’ ability to establish effective literacy instruction routines.
Teachers struggle to find relevant support for integrating technology into their literacy practices.
The study aims to develop a model for culturally relevant digital language and literacy instruction.

> Methods used

The study utilized digital read-aloud stories through StoryLineOnline, allowing students to engage independently with texts.
Students created foldables to summarize story events, enhancing their understanding of narrative structure.
The ChatterPix app was used for students to create talking objects, reinforcing oral fluency and retelling skills.
Observations, student artifacts, audio, and video were collected for analysis, though subjective limitations were noted.
An iterative design-based research approach was employed, focusing on theory development and systematic data analysis.
The study explored 15 language and literacy apps, fostering personalized reading experiences.

> Practical implications

The study supports teachers in planning digital language and literacy lessons effectively.
It emphasizes the importance of integrating students’ backgrounds into the curriculum.
The Culturally Relevant Model for Digital Language and Literacy Instruction was developed for practical application.
Teachers are encouraged to use technology tools to enhance student engagement and learning.
The findings suggest a need for systematic adaptations in instructional design.
Future research could explore the model’s implementation across diverse classroom settings.
The study highlights the significance of teacher support and peer collaboration in learning.
It advocates for authentic tasks that align with students’ cultural contexts.