What constitutes culturally responsive literacy instruction?

• A. Using texts that reflect only a single culture.
• B. Valuing students' linguistic backgrounds but ignoring texts.
• C. Recognizing and valuing students' linguistic and cultural backgrounds, using relevant texts, and inviting students' experiences into literacy activities.
• D. Avoiding discussion of students' experiences.

Answer: (C)

Recognizing and valuing students' linguistic and cultural backgrounds, using relevant texts, and inviting students' experiences into literacy activities. This approach connects reading and writing to students' lives, so they see themselves reflected in what they read and can bring their own experiences into learning. It also uses diverse texts that represent various cultures and languages, while valuing students’ home languages or dialects as legitimate parts of literacy. By inviting students to share their experiences, teachers foster engagement, deeper comprehension, and meaningful discussion.

The other descriptions miss important pieces: focusing on a single culture excludes many learners; valuing linguistic backgrounds without including texts misses the essential link between language, literature, and literacy practice; and avoiding discussions of students' experiences prevents literacy from becoming relevant and personal.