Culturally Sustaining Language and Literacy Practices for Pre-K–3 Classrooms
The Children Come Full
Teachers College Press
Literacy educators are often unequipped to help young children contend with the world we inhabit, where linguistic, literate, and cultural pluralism are not always valued or sustained. In fact, educators are routinely bombarded by programs that position literacy as a simple, one-size-fits-all practice. This resource will help pre-K–3 teachers create and interpret literacy teaching processes, practices, and spaces that honor and extend children’s fullness. It is coauthored by three teachers from ethnically, racially, and linguistically diverse schools who share vivid examples and everyday stories from their own classrooms. Grounded in an accessible discussion of the value of culturally sustaining pedagogy (CSP) and its potential to promote equity in elementary teaching, this book can be used as a practical introduction to CSP practices for early childhood teachers and teacher candidates.
- Focuses on the capabilities of young children and their families, rather than perceived deficits.
- Showcases a theoretical model, key definitions, and an interpretive framework of culturally sustaining early literacy practices and processes.
- Offers concrete examples and stories that educators can use in their own settings.
- Contains user-friendly features to help readers visualize the processes and practices described in the book, including artwork and other artifacts from classrooms.
Kindel Turner Nash is an associate professor of early childhood education at the University of Maryland, Baltimore County. Alicia Arce-Boardman is a bilingual early childhood educator at Northern Parkway School in Uniondale, New York. Roderick D. Peele is an early childhood educator at Northern Parkway School in Uniondale, New York. Kerry Elson is an early childhood educator at Central Park East II in East Harlem, New York.