ABSTRACT
This study examined the degree to which elements of culturally and linguistically responsive literacy pedagogy were visible in the practices of in-service teachers as they assessed and instructed K–12 learners within the context of an online literacy course. Findings revealed that teachers reflected responsiveness across a wide range of literacy instruction and assessment practices, including motivation, word recognition, comprehension, biliteracy, bilingualism, literature, fluency and writing. Instances of responsiveness appeared to be more prevalent across lower levels of “Culturally Responsive Literacy Pedagogy” (CRLP), and, in comparison to CRLP, significantly fewer instances of responsiveness were visible at each level of “Linguistically Responsive Literacy Pedagogy” (LRLP). The Culturally and Linguistically Responsive Literacy Prism and corresponding informal tools developed based on these findings can support literacy teachers and educators who wish to identify the degree to which responsiveness occurs and how it might be further cultivated in K–12 literacy classrooms.
