Slentz Reynolds, JessicaSarker, Amber L.2022-09-282022-09-282022-09-26Reynolds, J. S., & Sarker, A. (2022). Implementing contextualization into the Integrated Reading and Writing (IRW) classroom: Making IRW “worth it”. Journal of College Academic Support Programs, 5(1), pp. 65–67. https://doi.org/10.36896/5.1pp42577-9990https://hdl.handle.net/10877/16181The 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.Text3 pages1 file (.pdf)enintegrated reading and writingcontextualizationstudent supportdevelopmental Englishdevelopmental educationArticlehttps://doi.org/10.36896/5.1pp4