Meeting the literacy needs of a diverse group of students in the regular classroom.

In this qualitative, action research study a Grade 2 and 3 teacher gathered, implemented, and assessed the effectiveness of teaching literacy strategies to address the literacy needs of a diverse group of students. An additional purpose of the study was to prompt instruction-focused dialogue with colleagues the researcher expected that teachers talking about aspects of teaching and learning could be an important first step in the development of a learning community at the school. The researcher drew on literature related to language theory and practice, current issues in ESL/D education and cultural diversity in the classroom, as well as instructional leadership and school improvement, within a social constructivist theoretical framework. The study was informed by classroom assessment of student attitudes and achievement before and after the implementation of new strategies and approaches. Reflections confirmed that building bridges between the home and school life of students through culturally responsive instruction appeared to enhance students' self-esteem, interest and engagement in learning. The researcher found support for the use of a constructivist perspective to teach literacy by accessing students' prior schema, scaffolding instruction, and providing opportunities for students to make sense of their learning through dialogue. This self-initiated inquiry led to commitment to a literacy program that is built on the principles of culturally responsive teaching and communicative language teaching. Experiences with colleagues during professional development activities on school and district based initiatives pointed out the challenges associated with school reform. Culture and communication were identified as themes that both facilitated and inhibited learning within the classroom and the school. This study may be of interest to classroom teachers, instructional leaders, administrators and school boards officials, as a demonstration of the reflective, classroom-based implementation of promising practices