Teacher Knowledge and Teaching Practices in Linguistically Diverse Classrooms

2018 ◽  
pp. 219-231
Author(s):  
M. Alejandra Sorto ◽  
Aaron T. Wilson ◽  
Alexander White
Keyword(s):  
Teacher Knowledge ◽  
Teaching Practices ◽  
Linguistically Diverse ◽  
Diverse Classrooms

scholarly journals More willingly to school: tools for teachers to cope with linguistically diverse classrooms

2015 ◽  
Vol 26 (3) ◽  
pp. 218-234 ◽  
Author(s):  
Peter Broeder ◽  
Mariska Kistemaker
Keyword(s):  
Linguistically Diverse ◽  
Diverse Classrooms

Informing Practice: Uncovering and Eliciting Perceptions in Linguistically Diverse Classrooms

2014 ◽  
Vol 20 (2) ◽  
pp. 72-77 ◽  
Author(s):  
M. Alejandra Sorto ◽  
Carlos A. Mejía Colindres ◽  
Aaron T. Wilson
Keyword(s):  
Multiple Representations ◽  
Linguistically Diverse ◽  
Instructional Goals ◽  
Mathematics Classrooms ◽  
Diverse Classrooms ◽  
The Many ◽  
Written Explanations

One of the many challenges that teachers face in mathematics classrooms is determining how much of the verbal and written explanations help students accomplish instructional goals. The challenge is greater in linguistically diverse classrooms because the explanations and multiple representations are not perceived uniformly by all students.

Youth and Schools’ Practices in Hyper-Diverse Contexts

2016 ◽  
Vol 53 (6) ◽  
pp. 1491-1521 ◽  
Author(s):  
Christine Brigid Malsbary
Keyword(s):  
New York ◽  
Los Angeles ◽  
Cultural Context ◽  
Linguistically Diverse ◽  
Organizational Structures ◽  
Public High Schools ◽  
Diverse Classrooms ◽  
Diverse Student Populations ◽  
Teachers Beliefs ◽  
Diverse Student

The article presents findings from a multisited ethnography in two public high schools in Los Angeles and New York City. Schools were chosen for their hyper-diverse student populations. Students came from over 40 countries, speaking 20 languages in one school and 33 languages in another. Results of analysis found that despite contrasting missions, policies, organizational structures, curricular techniques, and teachers’ beliefs and attitudes across schools, youths’ practices were similar. Youth enacted explicit transcultural repertoires of practice: multiplicities of talking, thinking, and acting that engaged the resources and opportunities of ethnically and linguistically diverse classrooms. The article theorizes the importance of recognizing hyper-diversity as a distinct cultural context that shapes and situates youths’ practices and therefore their opportunities to learn.

Is Digital Inequality a Part of Preservice Teachers’ Reasoning About Technology Integration Decisions?

2020 ◽  
Vol 64 (7) ◽  
pp. 994-1011 ◽  
Author(s):  
Jiyoon Jung ◽  
Ai-Chu Elisha Ding ◽  
Ya-Huei Lu ◽  
Anne Ottenbreit-Leftwich ◽  
Krista Glazewski
Keyword(s):  
Preservice Teachers ◽  
Technology Integration ◽  
Teacher Knowledge ◽  
Teaching Practices ◽  
Limited Attention ◽  
Knowledge Use ◽  
Digital Inequality ◽  
K 12 ◽  
Multiple Domains

Teachers’ ability to design meaningful uses of technology for all learners in any classrooms has a potential to narrow digital gaps among K-12 students. However, we know little about whether teachers are prepared to consider these issues when making technology integration decisions. This study explored preservice teachers’ knowledge use and their considerations about teaching practices related to digital inequality while reasoning about technology integration decisions. We analyzed interviews with and documents of a group of preservice teachers ( N = 14) who completed a technology integration task in a technology integration course. Findings showed that although they used multiple domains of teacher knowledge throughout their reasoning processes, they paid limited attention to sociocultural aspects of teaching that demonstrated the ability to care about digital inequality issues. Implications are discussed in terms of ways to better prepare preservice teachers to deal with digital inequalities.

scholarly journals Counter-effect of Refugee Movement in Culturally and Linguistically Diverse Classrooms

2019 ◽  
Vol 9 (2) ◽  
pp. 22
Author(s):  
Ekrem Solak ◽  
Betül Bal Gezegin
Keyword(s):  
Mixed Method ◽  
Linguistically Diverse ◽  
Cultural Background ◽  
Culturally And Linguistically Diverse ◽  
Cultural Perspective ◽  
Integration Process ◽  
Refugee Students ◽  
Positive Effects ◽  
Diverse Classrooms ◽  
Local Students

The presence of refugee students in culturally and linguistically diverse classrooms relatively influences thedevelopment of local students as well. Students with different languages and cultural background in a learningenvironment create a different atmosphere and may influence the attitude of local students to other languages andcultures. Therefore, this study investigated how and to what extent native students were influenced from refugeestudents in terms of linguistic and cultural perspective. The mixed method was used in this study. Quantitative datawere collected from local students in culturally and linguistically diverse classrooms through a questionnaire andqualitative data were collected from teachers teaching in these classrooms by means of interviews. The results of thestudy revealed that there were remarkable positive effects of the integration process on both sides though variousproblems emerged in diverse classrooms. The findings of this research may also (delete) give implications about theinfluence of refugee movement for other cultures.

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