From Pens to Pages: My Reading Inquiry Journey - Connecting Across Cultures
Kia ora koutou!
As the new school year kicks off, I'm excited to share the focus of my teaching inquiry this year. Initially, my mind was set on diving deep into the intricacies of writing processes with my amazing Year 6 learners. I envisioned exploring narrative structures, writing processes, and the magic of crafting interesting sentences. However, as I've spent time getting to know my incredible class and reflected on their unique needs, my focus has gracefully shifted.
My heart and mind have been drawn to the power of reading. Not just decoding words on a page, but truly understanding, connecting with, and being transformed by the stories we encounter. This shift has been further inspired by my recent journey through the BSLA (Better Start Literacy Approach) course at the University of Canterbury.
Teaching a vibrant and diverse group of Year 6 students – a rich tapestry woven with Polynesian, African, Filipino, Fijian, and Afghanistani threads – has underscored a profound realisation:
"It's not about being culturally compatible with my students, it's about being culturally connected".
What does this mean?
It means my inquiry will centre on building genuine connections that honour and value the richness of their individual cultural identities within our reading programme.
Inspired by the principles of structured literacy and the imperative of culturally responsive teaching, my inquiry will explore how I can weave these two powerful approaches together. I aim to create a reading environment where:
The fundamentals of reading are explicitly taught: Drawing on the structured literacy framework to build strong foundational skills in phonological awareness, phonics, fluency, vocabulary, and comprehension.
Students feel seen, heard, and valued: By creating opportunities to share their cultural connections to the texts, fostering a sense of belonging, and recognising their cultural knowledge as an asset.
This year, my inquiry will be a journey of learning and growth, not just for my students, but for me too. I'm excited to explore how intentionally integrating structured literacy with culturally responsive practices in our reading class can unlock deeper comprehension, ignite a genuine love for reading, and ultimately empower my Year 6 learners to thrive.
Stay tuned as I share my progress, discoveries, and reflections throughout the year! I'm eager to see the wonderful places our reading adventures will take us.
Ngā mihi nui
Acknowledgement:
A powerful idea that has significantly shaped my approach to this inquiry comes from Dr. Jude Bautista, a senior lecturer at the University of Canterbury, during the recent BSLA Professional Learning Development course. Dr. Bautista emphasised, "You do not have to be culturally compatible with students, you have to be culturally connected." This resonates deeply with my goal of fostering a reading environment where all my Year 6 learners feel seen and valued for their unique cultural backgrounds.
