Bicultural Literacy Curriculum

Yer J. Thao

Department ofCurriculum and Instruction of the Graduate School of Education, Portland State University, USA.

DOI: 10.4236/ce.2012.32039                

Abstract

This article examines the literacy issues in public school in the United States, and points out that current programs do not have a meaningful cultural connection to bicultural and bilingual students. The findings indicate that literacy must become part of bicultural and bilingual students’ reality in order to empower them. The pedagogical content of literacy must acknowledge bicultural and bilingual students’ culture so they can make connections to learning literacy. In order to help bicultural and bilingual students acquire the necessary academic skills to succeed on high-stakes tests that are demanded by No Child Left Behind Law, public schools need to infuse home culture literacy as part of literacy programs and practices.

Keywords

Language Education; Multicultural Education; Cultural Literacy; Literacy Empowerment; Bicultural and Bilingual Education

Conflicts of Interest

The authors declare no conflicts of interest.

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