Culturally Responsive Reading Materials in the Middle School Foreign Language Classroom

Abstract

A disconnect exists between minority students and their development in linguistics, sociocultural understanding, and achievement on assessments in the middle school foreign language curricula. Therefore, a culturally responsive approach to foreign language reading materials is crucial to ensure academic success for all middle school students. Culturally responsive reading materials have a positive impact on minority students’ linguistic development, sociocultural understanding, and achievement on assessment. My research proposes a professional development to guide educators in developing a culturally responsive mindset, evaluating reading materials, implementing reading materials, and eliciting student feedback. My research recommends that middle school foreign language educators implement culturally responsive reading materials to mitigate the challenges that minority students face in linguistic development, sociocultural understanding and achievement on assessments. Further research is needed on the impact of technology, low-income schools, and access to culturally responsive reading materials.