ABSTRACT

The purpose of this article is to share specific methods employed to support preservice teachers as they engage in culturally sustaining nonfiction writing instruction with elementary children in an embedded methods course. First, we explore theories of culturally relevant and sustaining pedagogies. Next, we define culturally sustaining writing practices with young children. Finally, we share a framework for engaging in culturally sustaining nonfiction writing. We do this by describing our work of having PSTs (aka tall teachers) engaging in a culturally sustaining authoring cycle where they examine historical and contemporary movements beside their fifth-grade literacy pals (aka small teachers) to create critical nonfiction writing.

摘要

本文的目的是分享用于支持职前教师在嵌入式方法课程中与小学生一起进行文化支持的非小说写作教学的具体方法。首先，我们探索与文化相关和可持续的教学法的理论。接下来，我们定义了幼儿的文化持续写作实践。最后，我们分享了一个参与文化支持的非小说类写作的框架。我们通过描述我们的工作来实现这一点，即让 PST（又名高大的教师）参与一个文化持续的创作周期，在这个循环中，他们在五年级的识字朋友（又名小教师）旁边检查历史和当代运动，以创作批判性的非小说类作品。