Respect and Empowerment in Second Language Education

Abstract

Culturally responsive second language instruction requires educators focus on more than language. Language holds only part of the messages conveyed in intra and inter-personal communication.  Effective lessons focus on the cultures of the speakers of the target language of study when they explore learners’ funds of knowledge, and then use the information this provides for the design of empowering curricula. This case study examined lessons prepared by 21 practicing teachers, representing 15 school districts in the northern Illinois area of the United States. Participants conducted an ethnography which was a required assignment in a post-graduate course focused on literacy instruction for emerging bilinguals.  This work investigated educators’ ideologies of biliteracy and learner empowerment, and examined teachers’ visions of advocacy in reactions to course readings, in lesson design, and in the philosophy of multiliteracy statement.