Addressing the mismatch through culturally responsive literacy instruction

2018 ◽  
Vol 20 (2) ◽  
pp. 356-384
Author(s):  
Danielle Hilaski
Keyword(s):  
Culturally Responsive Teaching ◽  
Reading Recovery ◽  
Culturally Responsive ◽  
Linguistically Diverse ◽  
Cultural Knowledge ◽  
Linguistic Knowledge ◽  
Responsive Teaching ◽  
Linguistically Diverse Students ◽  
Cultural Shock ◽  
Constant Comparative Analysis

The American demographic is drastically changing from a largely white, European-American population to one that is extremely diverse. This shift in demographics has impacted on state schools. Students often experience a cultural shock due to a mismatched monocultural, monlinguistic curriculum in schools. This qualitative study explored the way four Reading Recovery teachers attempted to make their Reading Recovery instruction culturally responsive for their culturally and linguistically diverse students. Through constant comparative analysis of data collected through pre- and post-interviews, bi-weekly professional development sessions and debriefings, reflective journals, and artefacts, it was found that the teachers' practices shifted in three main ways: observation, conversation and instruction. Participating teachers found ways to utilize students' social, cultural and linguistic knowledge to establish links between the familiar and new to make learning to read and write easier for their students. Thinking intentionally about the tenets of culturally responsive teaching as well as students' linguistic, social and cultural knowledge, participating teachers found ways to enact culturally responsive teaching in their Reading Recovery instruction.

Using Technology to Bridge the Intercultural Gap in the Classrooms of K-8 ENL Students

TPACK ◽  
2019 ◽  
pp. 222-238
Author(s):  
Renee White-Clark ◽  
Shawn Robertson ◽  
Ashley Lovett
Keyword(s):  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Linguistically Diverse ◽  
Educational Opportunities ◽  
Responsive Teaching ◽  
Linguistically Diverse Students ◽  
Pedagogical Expertise ◽  
Diverse Student Populations ◽  
Use Of Technology ◽  
Diverse Student

The transformation of today's classrooms' demographics and the demand for instructional technology has created a challenge for many teachers. While teachers must comply with Common Core Standards and infuse technology throughout the curriculum, they must also differentiate instruction for their diverse student populations. Therefore, the success of all students requires teachers to bridge the intercultural gap in the classrooms of ENL students. This imperative task encompasses the orchestration of teachers' pedagogical expertise of culturally responsive teaching, literacy instruction, technological engagement, and parental partnership. This chapter will discuss the enhancement of the educational opportunities of linguistically diverse students, while emphasizing the importance of these elements. The authors will disseminate the theoretical framework for understanding the integral aspects of the teachers' dilemma, and provide practical instructional ideas and resources for educators to feasibly implement to improve their use of technology in their respective classrooms.

Using Culturally Responsive Teaching and Data-Driven Instruction in Mathematics to Create Equity and Equality

2021 ◽  
pp. 793-817
Author(s):  
Pamela D. Porter
Keyword(s):  
Learning Environments ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Linguistically Diverse ◽  
Classroom Teachers ◽  
Responsive Teaching ◽  
Barriers To Learning ◽  
Data Driven Instruction ◽  
Linguistically Diverse Students ◽  
Critical Challenge

The diverse nature of school populations in current education requires teaching that not only considers the differences in their students, but how their own practices have an impact on a student's ability to learn content. Traditional Eurocentric models of education are not relevant to the lives of racially culturally ethnically linguistically diverse students, thus creating barriers to learning for students who do not fit neatly into categories of Black or White. For the academic environment to be accessible for all students, classroom instruction must become culturally aligned. This may be somewhat of a challenge given that classroom teachers are ill-prepared to meet the needs of RCELD students in math education. Teachers are faced with the critical challenge of creating learning environments that bridge the gap between culture and curriculum with appropriate strategies and resources, while all the while adhering to state and federal standards. This chapter explores using culturally responsive teaching to teach mathematics.

Culturally Responsive Math

2019 ◽  
pp. 115-117
Author(s):  
Marjorie Curry
Keyword(s):  
Information Processing ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Responsive Teaching ◽  
Closing The Achievement Gap ◽  
Learning Partnerships ◽  
Linguistically Diverse Students ◽  
The Brain

Using the Ready for Rigor framework, Zaretta Hammond’s book Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students gives educators a neuroscience-based approach to closing the achievement gap. The Ready for Rigor framework consists of four strands: awareness, learning partnerships, information processing, and community building. Acknowledging that all four strands are paramount to culturally responsive teaching but restricting focus to information processing, this session will give participants examples of and strategies for making their mathematics lessons more culturally responsive. More specifically, participants will learn to game-ify it, story-ify it, and make it social.

Using Culturally Responsive Teaching and Data-Driven Instruction in Mathematics to Create Equity and Equality

2018 ◽  
pp. 197-222
Author(s):  
Pamela D. Porter
Keyword(s):  
Learning Environments ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Linguistically Diverse ◽  
Classroom Teachers ◽  
Responsive Teaching ◽  
Barriers To Learning ◽  
Data Driven Instruction ◽  
Linguistically Diverse Students ◽  
Critical Challenge

The diverse nature of school populations in current education requires teaching that not only considers the differences in their students, but how their own practices have an impact on a student's ability to learn content. Traditional Eurocentric models of education are not relevant to the lives of racially culturally ethnically linguistically diverse students, thus creating barriers to learning for students who do not fit neatly into categories of Black or White. For the academic environment to be accessible for all students, classroom instruction must become culturally aligned. This may be somewhat of a challenge given that classroom teachers are ill-prepared to meet the needs of RCELD students in math education. Teachers are faced with the critical challenge of creating learning environments that bridge the gap between culture and curriculum with appropriate strategies and resources, while all the while adhering to state and federal standards. This chapter explores using culturally responsive teaching to teach mathematics.

Using Technology to Bridge the Intercultural Gap in the Classrooms of K-8 ENL Students

2017 ◽  
pp. 222-237 ◽  
Author(s):  
Renee White-Clark ◽  
Shawn Robertson ◽  
Ashley Lovett
Keyword(s):  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Linguistically Diverse ◽  
Educational Opportunities ◽  
Responsive Teaching ◽  
Linguistically Diverse Students ◽  
Pedagogical Expertise ◽  
Diverse Student Populations ◽  
Use Of Technology ◽  
Diverse Student

The transformation of today's classrooms' demographics and the demand for instructional technology has created a challenge for many teachers. While teachers must comply with Common Core Standards and infuse technology throughout the curriculum, they must also differentiate instruction for their diverse student populations. Therefore, the success of all students requires teachers to bridge the intercultural gap in the classrooms of ENL students. This imperative task encompasses the orchestration of teachers' pedagogical expertise of culturally responsive teaching, literacy instruction, technological engagement, and parental partnership. This chapter will discuss the enhancement of the educational opportunities of linguistically diverse students, while emphasizing the importance of these elements. The authors will disseminate the theoretical framework for understanding the integral aspects of the teachers' dilemma, and provide practical instructional ideas and resources for educators to feasibly implement to improve their use of technology in their respective classrooms.

An Examination of Teachers’ Culturally Responsive Teaching Self-Efficacy

2019 ◽  
Vol 43 (3) ◽  
pp. 197-214
Author(s):  
Rebecca A. Cruz ◽  
Sarah Manchanda ◽  
Allison R. Firestone ◽  
Janelle E. Rodl
Keyword(s):  
Culturally Responsive Teaching ◽  
Self Efficacy ◽  
Student Outcomes ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Cultural Knowledge ◽  
Responsive Teaching ◽  
Practicing Teachers ◽  
Positive Effects ◽  
Linguistic Backgrounds

Culturally responsive teaching (CRT) is a set of practices designed to build on students’ cultural and linguistic backgrounds as teaching and learning occur. Although CRT can have positive effects on student outcomes, little research has examined teachers’ self-efficacy to implement CRT practices. Using the Culturally Responsive Teaching Self-Efficacy (CRTSE) scale, the authors explore specific areas in which teachers feel self-efficacious in regard to implementing CRT practices and the factors that affect both preservice and practicing teachers’ self-efficacy in delivering CRT. Participants ( n = 245) reported feeling more confident in building personal relationships with students and building trust, but less confident in areas that involved specific cultural knowledge, such as being able to validate students in their native language and teaching students about their culture’s contributions to curricular topics. Results also showed that years of experience positively correlated with increased self-efficacy.

Teacher Induction in Culturally, Ethnically, or Linguistically Diverse Settings

2018 ◽  
pp. 263-286
Author(s):  
İshak Kozikoğlu
Keyword(s):  
Beginning Teachers ◽  
Induction Period ◽  
Teacher Induction ◽  
Learning Community ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Linguistically Diverse ◽  
Special Period ◽  
Responsive Teaching ◽  
Linguistic Backgrounds

The first year in teaching is a special period, and beginning teachers face many challenges in induction period. Current demographic changes all around the world bring about an increasingly diverse student population with different cultural, ethnic, and linguistic backgrounds. The purpose of this chapter is to explicate teacher induction in culturally, ethically, or linguistically diverse settings. Accordingly, teacher induction is clarified within the framework of culturally responsive teaching. As the concern of education is to be responsive to students' diverse cultural or linguistic backgrounds in culturally responsive teaching, it is considered to be appropriate pedagogy for beginning teachers in diverse settings. Furthermore, beginning teachers' relationships in the learning community and larger society have great importance in induction period. Therefore, this chapter aims to clarify the scope of beginning teachers' relations with students, parents, and larger society in culturally diverse settings.

Teacher Induction in Culturally, Ethnically, or Linguistically Diverse Settings

2021 ◽  
pp. 861-878
Author(s):  
İshak Kozikoğlu
Keyword(s):  
Beginning Teachers ◽  
Induction Period ◽  
Teacher Induction ◽  
Learning Community ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Linguistically Diverse ◽  
Special Period ◽  
Responsive Teaching ◽  
Linguistic Backgrounds

The first year in teaching is a special period, and beginning teachers face many challenges in induction period. Current demographic changes all around the world bring about an increasingly diverse student population with different cultural, ethnic, and linguistic backgrounds. The purpose of this chapter is to explicate teacher induction in culturally, ethically, or linguistically diverse settings. Accordingly, teacher induction is clarified within the framework of culturally responsive teaching. As the concern of education is to be responsive to students' diverse cultural or linguistic backgrounds in culturally responsive teaching, it is considered to be appropriate pedagogy for beginning teachers in diverse settings. Furthermore, beginning teachers' relationships in the learning community and larger society have great importance in induction period. Therefore, this chapter aims to clarify the scope of beginning teachers' relations with students, parents, and larger society in culturally diverse settings.

scholarly journals Personal Agency Inspired by Hardship: Bilingual Latinas as Liberatory Educators

2016 ◽  
Vol 18 (3) ◽  
pp. 1 ◽  
Author(s):  
Amanda Rodriguez Morales ◽  
M. Gail Shroyer
Keyword(s):  
Educational Outcomes ◽  
Culturally Responsive ◽  
Teacher Education Program ◽  
Linguistically Diverse ◽  
English Learner ◽  
Responsive Teaching ◽  
Personal Agency ◽  
Linguistically Diverse Students ◽  
Multiple Case

This qualitative multiple case study focused on eleven non-traditional, bilingual, Latinas within a teacher education program. The study explored various factors that influenced participants’ desire to pursue and ability to persist as pre-service teachers. The overarching theme identified among participant discourse was personal agency inspired by hardship. Findings indicated that, as a result of their cultural and experiential understandings, participants enacted culturally responsive teaching with their Latino/a students. Furthermore, participants demonstrated a strong sense of personal agency to improve the educational outcomes of culturally and linguistically diverse students and a desire to advocate specifically on behalf of English learner Latino/a students.

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