Culturally Responsive Pedagogy and Academic Vocabulary Teaching and Learning: An Integrated Approach in the Elementary Classroom

Culturally responsive pedagogy (CRP) which provides a general framework for working with culturally and linguistically diverse learners has become the reality in the contemporary elementary classroom in Canada and around the world. This theory-to-practice article presents five research-based teaching practices which make a tangible impact on students’ academic vocabulary learning, their academic literacy, and longitudinal educational success. The author illustrates how this vocabulary can be identified, clustered, and contextualized within the frame of a thematic unit. The reader is invited to a classroom in Quebec via a video clip of a dual-language book project that illustrates how principles and practices of CRP can be applied in an FSL setting. La pédagogie sensible à la culture, fournissant un cadre de travail général quand on travaille avec des apprenants de cultures et de langues diverses, est devenue une réalité dans la salle de classe élémentaire contemporaine au Canada et dans le monde entier. Le présent article, de mise en pratique de la théorie, présente cinq pratiques d’enseignement fondées sur la recherche qui ont un impact tangible sur l’apprentissage du vocabulaire scolaire des élèves, sur leur littératie scolaire et sur leur réussite scolaire à long terme. L’auteur illustre comment on peut identifier ce vocabulaire, le regrouper et le contextualiser dans le cadre d’une unité thématique. Le lecteur est invité dans une salle de classe au Québec grâce à un clip vidéo qui montre un projet de lecture bilingue illustrant comment les principes et les pratiques de la pédagogie qui prend en compte les réalités culturelles peuvent être appliqués dans un contexte de français langue seconde.

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Using Culturally Responsive Pedagogy to Improve Teaching and Learning

Urban Teaching in America: Theory, Research, and Practice in K-12 Classrooms ◽

10.4135/9781452244013.n3 ◽

2012 ◽

pp. 54-78 ◽

Cited By ~ 1

Keyword(s):

Culturally Responsive ◽

Teaching And Learning ◽

Culturally Responsive Pedagogy ◽

Responsive Pedagogy

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Culturally responsive pedagogy for sustainable quality education in the Cook Islands setting

Waikato Journal of Education ◽

10.15663/wje.v25i0.714 ◽

2020 ◽

Vol 25 ◽

pp. 31-41

Author(s):

Aue Te Ava

Keyword(s):

Culturally Responsive ◽

Teaching And Learning ◽

Culturally Responsive Pedagogy ◽

Culturally Relevant Teaching ◽

Quality Education ◽

Pacific Region ◽

Sustainable Education ◽

The Pacific ◽

Responsive Pedagogy ◽

Curriculum Practices

The provision of a culturally responsive pedagogy is considered to be an important part of delivering a quality education that is ongoing and able to be sustained over time in Pacific developing nations. A quality sustainable education is considered to encourage cultural inclusivity, policy and curriculum practices in schools. By ensuring an inclusive and quality education, education can serve as a powerful vehicle for wider sustainable economic development in the Pacific region. To meet this end, United Nations Pacific signatories pledged support for the educational goal, endorsing an inclusive and equitable quality education for all that promotes relevant learning. The implementation of culturally relevant teaching and learning environments have long remained a challenge for Pacific nations. In order to realise a sustainable quality education, the question that needs to be asked is: what does sustainable education look like in Pacific regions? This paper explores how the tivaevae as a culturally responsive pedagogy model creates opportunities for a sustainable education and curriculum in the Pacific region and, in turn, contributes to an inclusive and quality education.

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Culturally Responsive Pedagogy in Teacher Education

Oxford Research Encyclopedia of Education ◽

10.1093/acrefore/9780190264093.013.266 ◽

2019 ◽

Cited By ~ 2

Author(s):

Conra Gist ◽

Iesha Jackson ◽

Bianca Nightengale-Lee ◽

Keisha Allen

Keyword(s):

United States ◽

Teacher Education ◽

Culturally Responsive ◽

Culturally Responsive Pedagogy ◽

Linguistically Diverse ◽

The United States ◽

Preparation Programs ◽

Educator Preparation ◽

Diverse Student ◽

Responsive Pedagogy

To effectively teach an increasingly diverse student population throughout the United States, scholars and teacher educators have become proponents of using culturally responsive pedagogy. Culturally responsive pedagogy is defined as a combination of knowledge, practices, and dispositions that center racially, ethnically, and linguistically diverse students’ cultural traditions, experiences, and perspectives to facilitate meaningful and transformative learning opportunities. Culturally responsive pedagogy is particularly important for students of color who have persistently been marginalized in U.S. schools and will become increasingly relevant in teacher education as the racial, ethnic, and linguistic diversity of school populations continues to grow in the United States. As such, educator preparation programs are key teacher learning sites for preparing future teachers to be able to engage in culturally responsive pedagogical practices with their students. In the context of the United States, traditional educator preparation has often centered its program designs for a White female teacher population, preparing them to address the learning needs of racially, ethnically, and linguistically diverse student populations via sense making and application activities in individual courses, community service projects, and fieldwork experiences. These efforts are often additive approaches for addressing culturally responsive pedagogy in the curriculum and not always central to the mission of programs. Scholars have challenged piecemeal preparation approaches for addressing culturally responsive pedagogy and argued for an integration of culturally responsive approaches throughout preservice teacher preparation experiences. Despite calling attention to such approaches, several issues complicate this effort. For one, the pervasive Whiteness that encompasses most educator preparation programs must be acknowledged, critiqued, and addressed in ways that many programs are ill-equipped to do given the demographic makeup of the teaching faculty. Even if some programs recognize this pressing need and work to emphasize the importance of culturally responsive pedagogy in the core mission statements of their programs, close examination of the program design suggests gaps of the application as it relates to the learning experiences of teacher candidates. Further, there is growing concern regarding the overemphasis of culturally responsive approaches for preparing White teachers in ways that overlook the learning and preparation needs of teachers of color. Given these challenges, discourse on culturally responsive pedagogy in teacher education must be addressed through the perspective of multiple stakeholders and program facets, with a common goal of emphasizing rigorous, engaging, and challenging educational opportunity for racially, ethnically, culturally, and linguistically diverse youth in schools.

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Autobiographies in Preservice Teacher Education: A Snapshot Tool for Building a Culturally Responsive Pedagogy

International Journal of Multicultural Education ◽

10.18251/ijme.v15i1.628 ◽

2013 ◽

Vol 15 (1) ◽

Cited By ~ 5

Author(s):

AnnMarie Gunn ◽

Susan Bennett ◽

Linda Shuford Evans ◽

Barbara J. Peterson ◽

James L. Welsh

Keyword(s):

Preservice Teachers ◽

Culturally Responsive ◽

Teaching And Learning ◽

Teacher Educators ◽

Culturally Responsive Pedagogy ◽

Preservice Teacher Education ◽

Font Size ◽

Cultural Responsive ◽

Responsive Pedagogy ◽

Cultural Responsive Pedagogy

Many scholars have made the call for teacher educators to provide experiences that can lead preservice teachers to embrace a culturally responsive pedagogy. We investigated the use of brief autobiographies during an internship as a tool (a) for preservice teachers to examine their multidimensional culture; and (b) for teacher educators to assess preservice teachers' developing understandings about cultural responsive pedagogy and then further design curriculum to enhance these understandings. Using qualitative methods, we analyzed the preservice teachers' (N=24) autobiographies and an interview with the professor of this course. Based on the findings of this study, we suggest teacher educators need to develop experiences and opportunities that will enable preservice teachers to reflect on how culture impacts teaching and learning behaviors. Therefore, preservice teachers will be better prepared to teach all students.

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“Good Teachers” with “Good Intentions”: Misappropriations of Culturally Responsive Pedagogy

Journal of Urban Learning, Teaching, and Research ◽

10.51830/jultr.3 ◽

2020 ◽

Vol 15 (1) ◽

pp. 51-73

Author(s):

Leanne M. Evans ◽

Crystasany R. Turner ◽

Kelly R. Allen

Keyword(s):

Teacher Education ◽

Learning Environments ◽

Culturally Responsive ◽

Teaching And Learning ◽

Teacher Educators ◽

Culturally Responsive Pedagogy ◽

Culturally Responsive Practices ◽

Responsive Pedagogy ◽

Conceptual Work ◽

Pedagogical Approaches

This conceptual work examines the misappropriation of culturally responsive pedagogy by identifying ways in which misappropriations commonly occur in urban teaching and learning environments. They include culturally responsive practices as a smokescreen of good intentions, culture as a hook to gain students’ attention, and culturally responsive pedagogy as a tool of assimilation. As teacher educators, we see a need to critically examine pedagogical approaches to specifically identify the perpetuation of historical inaccuracies, harmful stereotypes, and masks of good intentions. Three premises are proposed that reflect a commitment to defining and identifying culturally responsive teacher education practices.

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Culturally Responsive Pedagogy, Universal Design for Learning, Ubiquitous Learning, and Seamless Learning

Handbook of Research on Teaching With Virtual Environments and AI - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-7638-0.ch008 ◽

2021 ◽

pp. 163-188

Author(s):

Natalie Nussli ◽

Kevin Oh

Keyword(s):

Culturally Responsive ◽

Universal Design ◽

Culturally Responsive Pedagogy ◽

Universal Design For Learning ◽

Integrated Approach ◽

Ubiquitous Learning ◽

Seamless Learning ◽

Design For Learning ◽

One Stop ◽

Responsive Pedagogy

The purpose of this chapter is to develop a one-stop checklist that assists educators in providing online teaching grounded in the principles of culturally responsive pedagogy (CRP), Universal Design for Learning (UDL), ubiquitous learning (u-learning), and seamless learning. The authors explore how these paradigms inform the intentional design of learner-centered approaches in online learning environments and what an integrated approach could look like. This chapter will be relevant for faculty in higher education aiming to offer online curricula that emphasize active, collaborative, constructive, authentic, and goal-directed learning.

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Bringing Theory to Life: Strategies that Make Culturally Responsive Pedagogy a Reality in Diverse Secondary Classrooms

International Journal of Multicultural Education ◽

10.18251/ijme.v14i3.608 ◽

2012 ◽

Vol 14 (3) ◽

Cited By ~ 7

Author(s):

Socorro G. Herrera ◽

Melissa A. Holmes ◽

Shabina K. Kavimandan

Keyword(s):

Secondary Students ◽

Culturally Responsive ◽

Culturally Responsive Pedagogy ◽

Linguistically Diverse ◽

Font Size ◽

Secondary Classrooms ◽

Instructional Tools ◽

Norms And Values ◽

Responsive Pedagogy ◽

Promising Avenue

Preparing U.S. teachers for effectiveness with culturally and linguistically diverse (CLD) secondary students remains a challenge, given the relative homogeneity of educators and their enculturation to an educational system based on European American norms and values. Although culturally responsive pedagogy has emerged as a promising avenue for promoting student achievement, instructional tools are needed to support application of theory in multicultural classrooms. In this paper the authors provide a framework for linguistic and academic development, contextualized within a larger model of biography-driven instruction. Instructional strategies implemented throughout the lesson are described, and their usefulness for improving teacher performance is explored.

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Culturally Responsive Pedagogy in Mathematics

Iris Journal of Scholarship ◽

10.15695/iris.v2i0.4808 ◽

2020 ◽

Vol 2 ◽

pp. 145-158

Author(s):

Kenta Nagasawa

Keyword(s):

Professional Development ◽

Teacher Education ◽

Culturally Responsive ◽

Latino Students ◽

Culturally Responsive Pedagogy ◽

Mathematics Teacher Education ◽

Development Program ◽

Current State ◽

Responsive Pedagogy ◽

State Of Research

Purpose: This paper is a thematic literature review to examine the current state of research about Culturally Responsive Pedagogy in mathematics. The main themes are students’ perception, teacher education for pre-service teacher and professional development for teachers. Research methods/ approach: Literature was collected from Eric, which is a research engine of the education field. Also, Google Scholar is used to find articles of major scholars introduced by Dr. Rich Milner, who is the instructor of this course. Findings: Students faced microaggressions in mathematics class, which discouraged them to learn mathematics. The effect of teacher education was inconsistent in terms of the awareness of culturally responsive pedagogy and lesson plans. Research of professional development mentioned that mathematics was cultural. Implications for research and practice: It is more interesting to conduct long term or follow-up research to find the teacher’s practice after a taking professional development program. Also, it is critical to expand research scope besides African American and Latino students. Finally, evidence-based research is needed to change the political situation. Keywords: culturally responsive teaching, mathematics, teacher education, professional development, student’s perception

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Beliefs or Classroom Context: What Matters Most to Novice Urban Teachers’ Enactment of Culturally Responsive Pedagogy?

The Urban Review ◽

10.1007/s11256-021-00599-x ◽

2021 ◽

Author(s):

Kristina M. Valtierra ◽

Manya C. Whitaker

Keyword(s):

Culturally Responsive ◽

Culturally Responsive Pedagogy ◽

Urban Teachers ◽

Classroom Context ◽

Responsive Pedagogy ◽

What Matters

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The Story of Drama Club: A Contemporary Counternarrative of a Transformative Culture of Teaching and Learning for Disenfranchised Black Youth in the School-to-Prison Pipeline

Multidisciplinary Journal of Educational Research ◽

10.17583/remie.2015.1522 ◽

2015 ◽

Vol 5 (3) ◽

pp. 242

Author(s):

Debra Mayes Pane

Keyword(s):

Critical Race Theory ◽

Culturally Responsive ◽

Teaching And Learning ◽

Culturally Responsive Pedagogy ◽

Black Youth ◽

Future Research ◽

Race Theory ◽

School To Prison Pipeline ◽

Teachers And Students ◽

Culture Of Teaching

This study explored a contemporary counternarrative of Drama Club, a transformative culture of teaching and learning for disenfranchised Black youth who had been systematically funneled out of classrooms and into the school-to-prison pipeline. Auto/biographical and auto/ethnographical data were collected and assembled as a metaphor of the teachers’ and students’ experiences in Drama Club and their understanding of the teaching and learning process and of themselves within it. The collective story of Drama Club was analyzed through the lens of culturally responsive pedagogy theory and critical race theory in education. Implications for future research and teacher education that set out to impact disenfranchised students are included.

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