Beyond Cultural Awareness: Prospective Teachers' Visions of Culturally Responsive Literacy Teaching

2007 ◽  
Vol 29 (3) ◽  
pp. 12-24 ◽  
Author(s):  
Jennifer D. Turner
Keyword(s):  
Prospective Teachers ◽  
Cultural Awareness ◽  
Culturally Responsive ◽  
Literacy Teaching

Multicultural Classrooms: Culturally Responsive Teaching Self-Efficacy among A Sample of Canadian Preservice Teachers

2021 ◽  
pp. 001312452110625
Author(s):  
Saghar Chahar Mahali ◽  
Phillip R. Sevigny
Keyword(s):  
Preservice Teachers ◽  
Culturally Responsive Teaching ◽  
Self Efficacy ◽  
Cultural Awareness ◽  
Culturally Responsive ◽  
Political Orientation ◽  
Cross Cultural ◽  
Burnout Syndrome ◽  
Responsive Teaching ◽  
Cultural Experiences

Many teachers enter classrooms with limited cross-cultural awareness and low levels of confidence to accommodate cultural diversity. Therefore, teaching a heterogeneous body of students requires teachers to have culturally responsive teaching self-efficacy (CRTSE). The investigation of factors impacting teachers’ self-efficacy in teaching diverse students has produced mixed results. The purpose of the current study was to explore the determinants of CRTSE in a sample of Canadian preservice teachers. One hundred and ten preservice teachers from a medium-sized public Canadian University completed measures of political orientation, CRTSE, cross-cultural experiences, and teacher burnout. Higher levels of preservice teachers’ CRTSE were predicted by lower levels of Emotional Exhaustion (i.e., a key aspect of burnout syndrome) and more frequent cross-cultural experiences in their childhood and adolescence. Implications for training preservice teachers are discussed.

Development and Exploratory Factor Analysis of the Interventionist Multitiered Systems of Support Multicultural Competence Scale

2021 ◽  
Vol 25 (1) ◽  
pp. 2156759X2110504
Author(s):  
Mary Edwin ◽  
Michael W. Bahr
Keyword(s):  
Factor Analysis ◽  
School Counselors ◽  
Exploratory Factor Analysis ◽  
Multicultural Competence ◽  
Cultural Awareness ◽  
Culturally Responsive ◽  
Cultural Knowledge ◽  
Competence Scale ◽  
Cultural Skills ◽  
Systems Of Support

This article describes the development of a measure of interventionists' competence in implementing culturally responsive multitiered systems of support (MTSS) practices. We ran an exploratory factor analysis (EFA) on a 30-question survey that measured the multicultural competence of 651 school counselors and psychologists in MTSS implementation. The EFA indicated a five-factor structure of the Interventionist MTSS Multicultural Competence Scale (IMMCS): (a) Cultural Knowledge, (b) Cultural Awareness, (c) Cultural Skills, (d) Cultural Appreciation, and (e) Respect for Cultural Differences.

Teacher Candidates in International Contexts

2017 ◽  
pp. 295-321 ◽  
Author(s):  
S. Michael Putman
Keyword(s):  
Preservice Teachers ◽  
Study Abroad ◽  
Teacher Candidates ◽  
Cultural Awareness ◽  
Culturally Responsive ◽  
Field Experiences ◽  
Colleges Of Education ◽  
Teaching Experiences ◽  
Culturally Responsive Practices ◽  
International Teaching

Colleges of education are under pressure to produce globally competent teachers. Within this context, there has been increasing support for participation in international field experiences. This chapter presents findings associated with a study abroad experience on preservice teachers' cultural awareness and efficacy for culturally responsive practices. Implications will address the development of understanding of the various issues that surround international teaching experiences for preservice candidates.

Supporting Diverse Learners with Autism through a Culturally Responsive Visual Communication Intervention

2020 ◽  
pp. 105345122096309
Author(s):  
Katherine J. Bateman ◽  
Sarah Emily Wilson
Keyword(s):  
Social Skills ◽  
Social Engagement ◽  
Visual Communication ◽  
Cultural Awareness ◽  
Culturally Responsive ◽  
Children With Disabilities ◽  
Linguistically Diverse ◽  
Cultural Considerations ◽  
Linguistically Diverse Students ◽  
Significant Area

Rates of inclusion for children with disabilities continue to increase. Schools are also experiencing an increase in culturally and linguistically diverse students. As such, the diversity of children in classrooms across the country continues to dramatically shift and teachers are challenged to implement culturally responsive and relevant interventions. Social skills are a significant area of development for which children with disabilities frequently require intervention. Yet, important considerations regarding cultural awareness and relevancy should be made when implementing social skills interventions as research emphasizes the necessity of diverse representation in interventions. This column discusses the implementation and cultural considerations of a visual communication support used to increase social engagement among children during mealtimes.

Language Assessment

2020 ◽  
pp. 234-250
Author(s):  
Charlotte Enns ◽  
Lynn McQuarrie
Keyword(s):  
Hard Of Hearing ◽  
Culturally Responsive ◽  
Literacy Learning ◽  
Written Language ◽  
Language And Literacy ◽  
Language Abilities ◽  
Literacy Teaching ◽  
Signed Language ◽  
Language Measures ◽  
The Relationship

Assessment is an essential component of an effective bilingual literacy program. The relationship between language and literacy is complex. For bilingual individuals, the complexity of that relationship is increased. When bilingualism involves a signed language, the relationship becomes even more complicated, and disentangling the critical strands of language and literacy learning can be an ongoing challenge. This chapter provides a strengths-based perspective to guide educators in their assessment considerations when developing the literacy abilities of deaf and hard-of-hearing (DHH) bilingual learners, defined as children who are learning a signed language and concurrently a spoken/written language, such as ASL–English. In particular, the chapter explores the valuable ways that signed language abilities contribute to literacy development. Also highlighted is the critical and ongoing need for effective and culturally responsive signed language measures to better inform literacy teaching approaches.

Multicultural Critical Consciousness

2021 ◽  
pp. 565-578
Author(s):  
Maia Niguel Moore ◽  
Michele D. Smith
Keyword(s):  
Student Affairs ◽  
Cultural Awareness ◽  
Culturally Responsive ◽  
Critical Consciousness ◽  
Culturally Responsive Pedagogy ◽  
Jim Crow ◽  
Self Reflection ◽  
Grade Levels ◽  
Cultural Tensions ◽  
Jim Crow South

Students across America are observing as racial and cultural tensions rise to what some argue are reminiscent of the Jim Crow south. This chapter will explore how caring can be demonstrated to address cultural conflict in the classroom by training multiculturally conscious student affairs staff and educators to teach and model multicultural critical consciousness to their students. Furthermore, the authors will provide practical strategies for educators to use by drawing from and extending upon current culturally responsive pedagogy practiced in PreK-20 education and explore the ways in which multicultural critical consciousness can be used as a tool to promote a recursive process of self-reflection, cultural awareness, advocacy, and learning among students from all grade levels.

Promoting Awareness and Understanding of Microaggressions in Social Work Education

2019 ◽  
Vol 3 (2) ◽  
pp. 156-169
Author(s):  
Jermaine J. Monk ◽  
Brenda Williams-Gray
Keyword(s):  
Social Work ◽  
Pilot Study ◽  
Critical Race Theory ◽  
Cultural Awareness ◽  
Culturally Responsive ◽  
Culturally Responsive Pedagogy ◽  
Social Work Students ◽  
Race Theory ◽  
Social Work Educators ◽  
Work Education

BackgroundThis pilot study, conducted at a public univerisity in an urban community, collected the experiences of 42 social work students enrolled in a required course on diversity.ObjectiveThis research utilizes Critical Race Theory as a framework and expands on the themes experienced by recievers of microaggression insults, assaults, and invalidation (Sue et al., 2007).MethodsParticipants in this qualitative study completed three survey questions about: their microaggression experiences, immediate responses, and how they felt.ResultsStudent feelings provided beginning insights as to how they coped with their microaggression experiences.ConclusionSocial work educators may find this research supports the importance of cultural awareness and culturally responsive pedagogy.

Preparing Teachers With Sociocultural Knowledge in Literacy: A Literature Review

2019 ◽  
Vol 51 (2) ◽  
pp. 138-157 ◽  
Author(s):  
Melissa Mosley Wetzel ◽  
Saba Khan Vlach ◽  
Natalie Sue Svrcek ◽  
Erica Steinitz ◽  
Lakeya Omogun ◽  
...  
Keyword(s):  
Racial Identity ◽  
Teacher Preparation ◽  
Literature Review ◽  
Multicultural Education ◽  
Critical Literacy ◽  
Culturally Responsive ◽  
Literacy Learning ◽  
Literacy Teaching ◽  
Literacy Teacher ◽  
Sociocultural Knowledge

Although the call for teachers to address the demographic imperative has existed for decades, recently, there has been an uptake of frameworks of multicultural education, culturally responsive pedagogies, critical literacy, and others into literacy teacher preparation. In this study, we examine connections that pre-service teachers make as a result of experiences focused on sociocultural knowledge and literacy and barriers they face in building these connections. Areas of connection include examining one’s past; recognizing students’ lives and resources in literacy teaching; considering race, racism, and students’ racial identity; drawing on multilingualism as a strength of students for literacy learning; and engaging actively and inquiring into literacy.

scholarly journals Developing communicative competence in L2 tertiary level students: remarks on culturally responsive teaching

2019 ◽  
pp. 267-275
Author(s):  
Jerzy Zybert ◽  
Iga Lehman
Keyword(s):  
Culturally Responsive Teaching ◽  
Cultural Awareness ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Tertiary Level ◽  
Responsive Teaching ◽  
Intercultural Communicative Competence ◽  
Culture Teaching ◽  
Communication Culture

Semiotic links exist among communication, culture, teaching, and learning and this has important implications for implementing culturally responsive teaching. The present paper provides some arguments in favour of creating culturally sensitive classrooms where students have an opportunity to acquire a broader cultural awareness which helps them to develop their intercultural communicative competence.

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