Productive teaching strategies and effectiveness

Productive Teaching

Social Constructivism and the School Literacy Learning of Students of Diverse Backgrounds

The article by Kathryn H. Au examines the reasons for the existing gap between the school literacy achievement of students of diverse backgrounds and those of mainstream background from a 'Social Constructivism' perspective, and suggests a conceptual framework for improving the school literacy learning of students of diverse backgrounds. In addition, the author reviews various theories of Social Constructivism that relate to literacy research and identifies five major explanations for the achievement gap, namely linguistic and cultural differences, racial discrimination, inferior education, and rationales for schooling. The 'conceptual framework' developed by the author for reducing the achievement gap draws heavily on the work of Cummins (1986) and his theoretical framework but modifies it by emphasizing a shift from a 'mainstream orientation' to a 'diversity orientation' including a shift in the goal of instruction, role of home language, instructional material, classroom management, relationship with the community and assessment techniques. Finally, sources of tension in the current debate on literacy achievement such as the differing perspectives of the literacy theorists (critical theory vs. constructivism), political ideologues (liberalism vs. radicalism), and researchers (mainstream vs. minority group) have been commented upon.