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Call for Feedback: Proposed Changes to How ERIC Indicates Peer Review
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ERIC Number: EJ887069
Record Type: Journal
Publication Date: 2009
Pages: 19
Abstractor: As Provided
Reference Count: 47
ISSN: ISSN-1547-1888
Transformative Multiliteracies Pedagogy: School-Based Strategies for Closing the Achievement Gap
Cummins, Jim
Multiple Voices for Ethnically Diverse Exceptional Learners, v11 2 p38-56 Spr 2009
Despite ongoing concern about the underachievement of low-income and culturally and linguistically diverse (CLD) students, there has been little focus on the kinds of pedagogy required to reverse this underachievement. Pedagogical approaches have been increasingly transmission-oriented, focusing on preparing students for high-stakes testing. Such approaches ignore the socioeconomic and sociopolitical roots of underachievement as well as research highlighting literacy engagement as a strong predictor of literacy achievement. The Transformative Multiliteracies Pedagogy frameworks presented here locate CLD students' underachievement within societal power relations and highlight the negotiation of identity between teachers and students as a central means of creating contexts of empowerment. Heuristic tools educators can use to critically assess their own practice and to articulate potentially productive pedagogical directions are discussed. (Contains 1 note, 1 table, and 4 figures.)
Division for Culturally and Linguistically Diverse Learners, Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: United States