Critical Disciplinary Literacy in Secondary Content Classrooms

This study employed a qualitative, case study methodology to investigate how five urban secondary school teachers fostered student-centered learning communities within their classrooms. The primary focus was to comprehend how these teachers implemented critical disciplinary literacy (CDL) to enhance engagement and prioritize student needs in their teaching. Through the lens of CDL, the instructors sought to facilitate connections between students’ personal experiences, interests and voices within the curriculum; however, they also addressed broader societal issues. Data collection occurred through semi-structured interviews, during which teachers articulated their instructional strategies, beliefs and perceptions regarding their students. By analyzing these interview transcripts, researchers uncovered significant patterns and practices that illustrated the integration of CDL into pedagogical practices. By forging meaningful connections across disciplines and promoting student autonomy, teachers broadened the limits of what can be accomplished in content classrooms. This strategy emphasizes the capacity of CDL to enhance how students interact with material and cultivate essential competencies for the twenty-first century.