Purpose

This study examines how English teachers use culturally relevant pedagogy (CRP) to support postsecondary readiness for underrepresented students in the context of dual credit (DC) coursework in the USA. Postsecondary readiness, termed “college readiness” in the USA, refers to the skills and knowledge students need to succeed at a university. DC courses are university-level classes delivered to high school students through partnerships with postsecondary institutions, most often two-year community colleges. The purpose of this study is to highlight practices and institutional conditions that enable English instructors to foster postsecondary opportunity for all.

Design/methodology/approach

Using an interpretive approach, this qualitative study analyzes data derived from in-depth interviews with five community college English instructors who teach DC to diverse high-school students and who apply CRP in their classroom practice.

Findings

Findings reveal that instructors used culturally relevant approaches not only to help students access dominant college-ready skills, but also to reimagine what constitutes college readiness to begin with. Instructors also took advantage of their unique positioning as postsecondary instructors working with secondary students, leaning on academic freedom to push boundaries with their curriculum.

Originality/value

This study shows how English instructors are uniquely positioned to enhance university preparation and build a more inclusive vision of postsecondary readiness for all students. The study also highlights institutional conditions, such as teacher autonomy, pedagogical training and administrator support, that can promote culturally relevant postsecondary preparation in English classrooms.

中文翻译：

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在双学分英语课堂中培养中学后准备的文化相关方法

目的

本研究探讨了在美国的双学分 (DC) 课程背景下，英语教师如何使用文化相关教学法 (CRP) 来支持代表性不足的学生做好中学后准备。高等教育准备，在美国被称为“大学准备”，是指学生在大学取得成功所需的技能和知识。DC 课程是通过与高等教育机构（通常是两年制社区学院）合作向高中生提供的大学水平课程。本研究的目的是强调使英语教师能够为所有人提供高等教育机会的实践和制度条件。

设计/方法论/途径

这项定性研究采用解释性方法，分析了对五位社区大学英语教师的深入访谈得出的数据，这些教师向不同的高中生教授 DC，并在课堂实践中应用 CRP。

发现

调查结果显示，教师使用文化相关的方法不仅可以帮助学生获得主要的大学准备技能，还可以重新构想大学准备的构成要素。教师还利用其作为与中学生一起工作的高等教育教师的独特定位，依靠学术自由来突破课程界限。

原创性/价值

这项研究展示了英语教师如何发挥独特的作用来加强大学准备，并为所有学生建立更具包容性的高等教育准备愿景。该研究还强调了教师自主权、教学培训和管理人员支持等制度条件，这些条件可以促进英语课堂中与文化相关的高等教育准备。