This article explicates the Cultural Modeling Framework for designing robust learning environments that leverage everyday knowledge of culturally diverse students to support subject-matter-specific learning. It reports a study of Cultural Modeling in the teaching of response to literature in an urban underachieving high school serving African-American students from low-income communities who are also speakers of African-American English. The study is situated in the history of research on African-American English as a resource for academic learning, particularly in relation to literacy. Results document the ways that African-American rhetorical features served as a medium for complex literary reasoning and provided contextualization cues to enhance participation.
|Original language||English (US)|
|Number of pages||23|
|Journal||International Journal of Qualitative Studies in Education|
|State||Published - May 2006|
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