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The study analyzes pre- and postwriting samples and tracks how learners fluidly identify with ethnic labels, aiming to improve literacy while strengthening cultural pride, agency, and empowerment in an underserved, immigrant-influenced educational context.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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inspired the participatory action research project described in the article?","Question",{"text":63,"@type":64},"The project draws on ideas from Paulo Freire and Gloria Ladson-Billings and uses participatory action research to guide professional transformation and classroom change.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the study use corridos to support literacy?",{"text":68,"@type":64},"Corridos, studied as community-based ballads, become a foundation for engaging learners in literacy activities in a heritage-language Spanish classroom.",{"name":70,"@type":61,"acceptedAnswer":71},"What challenges does the article identify when designing culturally responsive pedagogy for Spanish-English bilingual students?",{"text":72,"@type":64},"It highlights variability in students’ literacy in their native language, differences in prior education, varying cultural understandings, reluctance to speak, and negative stereotypes about Latino academic 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Pedagogy  \nThis article recounts a narrative of professional transformation inspired by the works of Paulo Freire and Gloria Ladson-Billings and advanced by a participatory action research (PAR) project. The PAR team for this case study, consisting of the university teacher educator as a “coach”and a high school classroom teacher along with her students, examines the use of community-based knowledge in a form of corrido (ballads) studies. In this process, the ballads become the basis for learners’ engagement with literacy activities in the context of what is known as a heritage language Spanish class. The analysis focuses on the process of designing a culturally relevant pedagogy and ensuring its effectiveness through the examination of preand postwriting samples and students’ fluid identification with various ethnic labels.  \nIntroduction  \nAs conscientious educators, we strive to teach the whole per  \nson. We understand the value of being responsive to social,  \nemotional, and cultural needs of our students. This understanding is essential for teachers working in underserved communities and/or schools with large immigrant populations. Since school desegregation, there have been many efforts to elicit new movements in education as a way to more effectively teach diverse students. More specifically, the use of concepts such as culturally responsive teaching and culturally relevant pedagogy (Ladson-Billings, 1995, 2014) have been embraced as ideas that can better match the home and community cultures of students of color without previous experiences of academic success. According to Ladson-Billings (1995), the idea is to empower students intellectually, socially, emotionally, and politically  \nThe CATESOL Journal 28.1 • 2016 • 175  \nby using cultural referents to impart knowledge, skills, and attitude. Such concepts essentially impart a view that conceives of education as a site for social justice and classrooms as sites where social change can take place.  \nThis article reports on a high school case study wherein we engaged with these concepts. It examines the connections between using a culturally relevant pedagogy for native Spanish-speaking students and the possibilities for improving and promoting literacy. It also examines this connection in service of fostering a sense of cultural pride and empowerment among the student population. The research strategy for the study has involved a two-pronged focus on two sets of dynamic relationships: first, a professional-development team collaboration between the teacher educator, Sara, and the high school teacher, Christina; and second, the ensuing pedagogical undertaking between Christina and her students in a Spanish for native speakers class (also known as a heritage language Spanish class) .  \nThe Spanish language, although spoken by many as a first and native language, is primarily taught as a foreign language in schools throughout the US. This has been the tradition in public education in California since about 1892 (Garcia, 2006) . But in order to promote literacy, our research experimented with a model of pedagogy designed for a student-driven heritage language Spanish classroom in which the Spanish language is enhanced and practiced through culturally relevant communicative activities. We envisioned students’working collaboratively to practice their language skills through creative research into the cultural wealth of their communities, a process that would also promote a sense of agency in learners as they take charge of their own learning.  \nClearly, there are challenges and barriers one needs to face in the designing task of a culturally responsive pedagogy that addresses the needs of Spanish-English bilingual students. The first consideration is that while students are all of Latino decent and learned Spanish as their first language, the population is varied in terms of l","cbCailcNzyjDIksp","https://ap.wps.com/l/cbCailcNzyjDIksp","pdf",282561,"English","# Introduction\n## Culturally responsive teaching and social justice\n## Case study purpose and research design\n## Heritage language Spanish context\n## Challenges in designing culturally responsive pedagogy","[{\"question\":\"What inspired the participatory action research project described in the article?\",\"answer\":\"The project draws on ideas from Paulo Freire and Gloria Ladson-Billings and uses participatory action research to guide professional transformation and classroom change.\"},{\"question\":\"How does the study use corridos to support literacy?\",\"answer\":\"Corridos, studied as community-based ballads, become a foundation for engaging learners in literacy activities in a heritage-language Spanish classroom.\"},{\"question\":\"What challenges does the article identify when designing culturally responsive pedagogy for Spanish-English bilingual students?\",\"answer\":\"It highlights variability in students’ literacy in their native language, differences in prior education, varying cultural understandings, reluctance to speak, and negative stereotypes about Latino academic achievement.\"}]","Transformative Professional Development and the Promotion of Literacy Through Culturally Responsive Pedagogy | PDF",1792085859]