Bicultural Literacy Curriculum

This article examines the literacy issues in public school in the United States, and points out that current programs do not have a meaningful cultural connection to bicultural and bilingual students. The findings indicate that literacy must become part of bicultural and bilingual students ’ reality in order to empower them. The pedagogical content of literacy must acknowledge bicultural and bilingual students ’ culture so they can make connections to learning literacy. In order to help bicultural and bilingual students acquire the necessary academic skills to succeed on high-stakes tests that are demanded by No Child Left Behind Law, public schools need to infuse home culture literacy as part of literacy programs and practices