Teacher‐educators who are aware of differences that present themselves in diverse student populations must increasingly work to help teachers to connect with students in ways that allow them to improve literacy outcomes. Despite its potential for helping to address the needs of diverse students, awareness of culture and language often tends to be touted primarily as an expectation for teachers who work in K‐12 schools and classrooms. It is less visible as a requirement for teacher‐educators, despite the ever‐increasing need for them to have the skills and expertise to guide teachers who work with culturally and linguistically diverse students (CLDs) in underperforming schools. This study was therefore developed to show the ways in which teacher‐educators demonstrated awareness of language and culture while supporting the instructional literacy practices of in‐service teachers and the literacy learning of CLDs. More specifically, the purpose of this study was to identify the elements of critical multilingual and critical multicultural awareness displayed by three literacy educators, who were supporting students’ writing practices in diverse K‐12 literacy classrooms within a research‐practice partnership, over a period of one academic year. Findings show that the educators reflected awareness in their support for CLDs’ literacies as they experienced transitions, confronted deficit views, capitalised on verbal, visual and written scaffolds with students and teachers, and fostered authenticity. The study presents implications for literacy educators who wish to reflect awareness when responding to CLDs' literacies in schools.

中文翻译：

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在实践中提高可见的意识：多样化的课堂中的扫盲教育者

意识到不同学生群体中存在的差异的教师教育者必须加大工作力度，以帮助教师与学生建立联系的方式，使他们能够提高识字率。尽管它具有帮助满足多样化学生需求的潜力，但对文化和语言的认识往往往往被吹捧为在K-12学校和教室工作的教师的期望。尽管对教师教育者的要求越来越高，但对他们的技能和专业知识的需求与日俱增，以指导表现欠佳的学校中具有文化和语言多样性的学生（CLD）的教师。因此，本研究旨在显示教师教育者如何展示语言和文化意识，同时支持在职教师的教学素养实践和CLD的素养学习。更具体地说，本研究的目的是确定三位识字教育者所展示的批判性多语种和批判性多元文化意识的要素，他们在一段时间的研究与实践合作中支持学生在不同的K-12识字教室中的写作实践一学年。调查结果表明，当教育工作者经历过渡，面对赤字观点，利用学生和老师的口头，视觉和书面支架并培养真实性时，他们在支持CLD的文化素养上体现了意识。