DISCIPLINARY LITERACY

Disciplinary Literacy
Name
Institutional affiliation
What is Disciplinary literacy instruction? How is it accomplished? Why is it important?
Disciplinary literacy instruction is a guide on the ability to read, write and critically think based on a specific discipline transferred to students by the disciplinary teachers. It helps students intricately understand the makeup of a particular discipline, which could serve as a solid foundation for the students enabling them to adapt to the labor force. “Students need explicit teaching of sophisticated genres, specialized language conventions, disciplinary norms of precision and accuracy, and higher-level interpretive processes” (Shanahan & Shanahan, 2008). Disciplinary literacy instruction is important as it makes the transition easy for middle and high-schoolers into college. Moreover, it promotes an advanced literacy level for the students allowing them to cope well with the demands and rigors of the society. This knowledge places students better and gives them a solid footing in their discipline of choice, because “without increasing literacy attainment, many students are at risk of marginalization when they leave school” (Shanahan & Shanahan, 2008).
How is instruction differentiated? Why is differentiation essential? What does research say to validate the practice of differentiating instruction?
Instruction is differentiated according to the students’ level of understanding, culture, “background knowledge and learning preferences” (Huebner, 2010).

It is essential because it creates a happy learning environment for the students, enables the teacher to understand the student’s strengths and appropriately implement a teaching style for the student to comprehend the teaching content. “Teachers should find ways to engage students, by tapping into what interests students” (MacGillivray & Rueda, 2001). Research validates this practice and enables students with wide range of abilities to receive an appropriate education ( Lawrence-Brown, 2004).
Describe three additional points made in any of the articles
Students can learn better if they have positive relationships with their teachers. A teacher’s ability to understand each student can go a long way in one’s learning especially in a culturally diverse classroom. “At the school level, partnerships with the home and community enhance diverse students’ engagement in school and sense of belonging” (Echevarria, Frey & Fisher, 2015). Thus, the establishment of a collaborative and interactive relationship in the classroom helps to accommodate the educational process in a historical and developmental sense.
Another point is making the curriculum comprehensible to the students (Echevarria, Frey & Fisher, 2015). Thus, the students understand the concept of the curriculum quickly and enjoy the learning process.
It is interesting to note that if students or learners are allowed to engage, associate new learning with existing information and create an individual learning style (Subban, 2006), there would be an increased learning potential for these students.
References
Echevarria. J, Frey. N, Fisher. D (Mar. 2015) What It Takes for English Learner To Succeed; Educational Leadership, Retrieved from www.ascd.orgHuebner, T.A. (2010). What Research Say About Differentiated Instruction; Educational Leadership. Retrieved from www.ascd.orgShanahan. T, Shanahan. C (2008) Teaching Disciplinary Literacy to Adolescents: Rethinking ContentArea Literacy. Harvard Educational Review Vol. 78 No. 1 spring 2008 pp. 40-59.
https://doi.org/10.17763/haer.78.1.v62444321p602101Subban, P. (2006). Differentiated instruction: A research basis. International Education Journal, Shannon Research Press. 7(7), 935-947 http://iej.com.au