Implementing Contextualization Into the Integrated Reading and Writing (IRW) Classroom: Making IRW “Worth it”

Authors

  • Jessica Slentz Reynolds Director of First-Year Seminar Texas A & M University
  • Amber Sarker Texas State University, Dept. of Curriculum and Instruction

Keywords:

contextualization, student support, integrated reading and writing, developmental education

Abstract

DOI: https://doi.org/10.36896/5.1pp4

The importance of contextualization within postsecondary contexts has been embraced by the state of Texas, as shown by the Texas Higher Education Coordinating Board’s (THECB) Accelerate Texas Initiative (THECB, n.d.). Contextualization, in short, is the teaching and development of basic skills and knowledge within a specific disciplinary topic (Perin, 2011). Perin (2011) claims that transfer of learning theories and learner motivation theories suggest that contextualization is one means of improving instructional methods within the postsecondary context. According to the THECB (2016), Accelerate Texas programs are designed to integrate or contextualize basic reading, math, and writing skills with workforce training, providing students with opportunities for college transition and entry into high demand occupations. The Education Institute (TEI), a grant-funded center within the College of Education at Texas State University, has provided educators with contextualized professional development modules that can be utilized in a variety of postsecondary courses.

Author Biographies

  • Jessica Slentz Reynolds, Director of First-Year Seminar Texas A & M University

    has worked in higher educa­tion, in both faculty and staff positions, since 2009. She is currently the director of First-Year Seminar at Texas A&M University-San Antonio (A&M-SA). She is also an active member of the A&M-SA Common Experience Committee and serves as a faculty advisor for first-year, first-generation students. Her areas of research include understanding postsecondary students’ perceived self-efficacy for academic success and exploring instructional practices and routines that increase student engagement and motiva­tion. Reynolds earned a BA and a MA in English from Texas A&M University –Corpus Christi. She is currently working on her PhD in Developmental Education at Texas State University.

     

  • Amber Sarker, Texas State University, Dept. of Curriculum and Instruction

    has taught postsecondary courses in Michigan, Indiana, Montana, and Texas. She currently works at Austin Community College (ACC) as an assistant professor of learning frame­works. She is involved in several ACC initiatives including the Racial Equity Leadership Academy, Ascender, the Liberal Arts Gateway, and Peace and Conflict Studies. Amber’s research interests include Culturally Sustaining Pedagogy, post­secondary students’ understanding and use of self-care strategies, and equitable education­al practices. Sarker earned a BA in Language Arts and an MAT in Teaching and Learning at Madonna University. She later earned a PhD in Developmental Education with a literacy focus at Texas State University.

     

References

Bartholomae, D., & Petrosky, A.R. (1986). Facts, artifacts and counterfacts: Theory and method for a reading and writing course. Boynton/Cook.

Goen, S., & Gillotte-Tropp, H. (2003). Integrating reading and writing: A response to the basic writing "crisis". Journal of Basic Writing, 22(2), 90-113. https://doi.org/10.37514/JBW-J.2003.22.2.06

Perin, D. (2011). Facilitating student learning through contextualization: A review of evidence. Community College Review, 39(3), 268-295. https://doi.org/10.1177/0091552111416227

Sellers, D., Dochen, C., & Hodges, R. (2015). Academic transformation: The road to college success. Pearson.

Texas Higher Education Coordinating Board. (2016). Accelerate Texas. https://www.thecb.state.tx.us/DocID/PDF/8786.PDF

The Education Institute. (2016). PD opportunities. http://www.tei.education.txst.edu/

Wardle, E., & Downs, D. (2011). Writing about writing. Bedford/St. Martin's.

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Published

2022-09-26

Issue

Vol. 5 No. 1 (2022): Journal of College Academic Support Programs: Fall 2022

Section

Promising Practices

License

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How to Cite

Implementing Contextualization Into the Integrated Reading and Writing (IRW) Classroom: Making IRW “Worth it”. (2022). Journal of College Academic Support Programs, 5(1), 3. https://jcasp-ojs-txstate.tdl.org/jcasp/article/view/82

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