Implementation of CORE Traits to Become an Interculturally Responsive Leader in a Second Language Classroom

2017 ◽  
pp. 258-276
Author(s):  
Jason R. Mixon ◽  
Kathryn Jones
Keyword(s):  
Second Language ◽  
Culturally Responsive ◽  
Learning Experience ◽  
Educational Institutions ◽  
Teacher Leader ◽  
Leadership Traits ◽  
Cultural Issues ◽  
Responsive Classroom ◽  
Language Classroom ◽  
Culturally Responsive Classroom

The objective of this chapter was to describe CORE leadership traits for teachers and leaders that will assist them in being interculturally responsive educators and improve learning in the second language classroom. Communication, organization, relationships, and enthusiasm (CORE) are traits that consistently improve teacher/leader social interactions with students and thus improve the educators' ability to enhance the learning experience (Mixon, 2010). What's in your CORE? Being predisposed to cultural issues is imperative for pre-service teachers to prepare appropriately to teach students of other cultures (Barnes, 2006; Cooper, 2007; Walker-Dalhouse & Dalhouse, 2006). Henkin and Steinmetz's (2008) goal was to produce teachers who are prepared to provide an academically sound education in a culturally responsive classroom. The culturally responsive classroom is pivotal to align with the globalization of students that has dramatically changed the demographics in our educational institutions today.

Learning by Means of an Interactive Multimodal Environment

2014 ◽  
pp. 143-153
Author(s):  
Serena Zanolla ◽  
Sergio Canazza ◽  
Antonio Rodà ◽  
Gian Luca Foresti
Keyword(s):  
Second Language ◽  
Learning Experience ◽  
Educational Institutions ◽  
Multimodal Learning ◽  
Learning English

This chapter presents the Stanza Logo-Motoria, an Interactive Multimodal Environment (IME) for learning, which the authors have been developing and experimenting with since 2009 in several educational institutions. The aim of this chapter is a) to describe the activities carried out by the Resonant Memory, the first application for the Stanza Logo-Motoria, b) to illustrate the validation protocol of the system used as a listening tool for learning English as a Second Language (ESL), and finally, c) to document the positive partial results that demonstrate the improvement in ESL oral comprehension in pupils using the Stanza Logo-Motoria. The authors have also found that this environment can offer pupils: a) a truly interactive multimodal learning experience, b) a social opportunity for learning among children, and c) an intrinsically motivating experience.

Culturally Responsive Classroom Management

2019 ◽  
Author(s):  
H. Richard Milner
Keyword(s):  
Classroom Management ◽  
Cultural Differences ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
Responsive Classroom ◽  
Social Success ◽  
Teaching Force ◽  
Culturally Responsive Classroom

Classroom management remains a serious concern for educators in both pre-service and in-service realms. A mostly white teaching force may struggle to teach students who are very different from themselves. These differences can make it difficult for teachers to understanding cultural differences and conflicts as they emerge in the classroom, and students may suffer. Culturally responsive classroom management provides a framework for educators to build knowledge, mindsets, attitudes, dispositions, and practices necessary for academic and social success. Elements of classroom management to advance and support teaching practices that meet the needs of students are worthwhile to explore.

Culturally Responsive Classroom Management Self-Efficacy Scale

2017 ◽  
Author(s):  
Kamau Oginga Siwatu ◽  
S. Michael Putman ◽  
Tehia V. Starker-Glass ◽  
Chance W. Lewis
Keyword(s):  
Classroom Management ◽  
Self Efficacy ◽  
Culturally Responsive ◽  
Responsive Classroom ◽  
Culturally Responsive Classroom

Culturally Responsive Classroom Management: Awareness Into Action

2003 ◽  
Vol 42 (4) ◽  
pp. 269-276 ◽  
Author(s):  
Carol Weinstein ◽  
Mary Curran ◽  
Saundra Tomlinson-Clarke
Keyword(s):  
Classroom Management ◽  
Culturally Responsive ◽  
Responsive Classroom ◽  
Culturally Responsive Classroom

scholarly journals Toward a Conception of Culturally Responsive Classroom Management

2004 ◽  
Vol 55 (1) ◽  
pp. 25-38 ◽  
Author(s):  
Carol S. Weinstein ◽  
Saundra Tomlinson-Clarke ◽  
Mary Curran
Keyword(s):  
Classroom Management ◽  
Culturally Responsive ◽  
Responsive Classroom ◽  
Culturally Responsive Classroom

The Culturally Responsive Classroom Management Self-Efficacy Scale: Development and Initial Validation

2015 ◽  
Vol 52 (7) ◽  
pp. 862-888 ◽  
Author(s):  
Kamau Oginga Siwatu ◽  
S. Michael Putman ◽  
Tehia V. Starker-Glass ◽  
Chance W. Lewis
Keyword(s):  
Classroom Management ◽  
Self Efficacy ◽  
Culturally Responsive ◽  
Research Team ◽  
Inservice Teachers ◽  
Responsive Classroom ◽  
Initial Validation ◽  
Efficacy Measures ◽  
Scale Data ◽  
Culturally Responsive Classroom

This article reports on the development and initial validation of the Culturally Responsive Classroom Management Self-Efficacy Scale. Data from 380 preservice and inservice teachers were used to examine the psychometric properties of the instrument. Exploratory factor analysis results suggested a one-factor structure consisting of 35 items and the scores on the measure were highly reliable. Evidence of construct validity was obtained with two existing teacher self-efficacy measures. The results of the correlational analysis lend credence that the instrument developed by the research team was indeed measuring self-efficacy beliefs. The implications for teacher education and research are discussed.

scholarly journals Experiential Learning in Second-Language Classrooms

2003 ◽  
Vol 20 (2) ◽  
pp. 52 ◽  
Author(s):  
Sonja Knutson
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Experiential Learning ◽  
Student Voice ◽  
Theoretical Foundation ◽  
Learning Experience ◽  
Language Classroom ◽  
Language Classrooms ◽  
A Current

This article is a discussion of some of the issues surrounding experiential learning in the second-language classroom. Experiential learning is defined by the inclusion of phases of reflection designed to help the learner relate a current learning experience to past and future experience. The author seeks to establish a theoretical foundation for incorporating experiential phases into the second-language classroom by exploring past methods of teaching English as a second language, as well as looking at research in the field of second-language acquisition in the light of experiential methodology. The implications of experiential learning to second-language acquisition, in particular the aspects of motivation and investment, are explored, and some pitfalls of the experiential curriculum and their possible solutions are discussed. Finally, some possible projects adaptable to experiential methods are outlined, and areas needing further research, especially in the area of student voice and empowerment, are proposed.

Sign in / Sign up

Export Citation Format

Share Document