Responsive Teaching in the Conditions of Intercultural Communication

2019 ◽  
pp. 324-343
Author(s):  
Marinela Rusu
Keyword(s):  
Cultural Diversity ◽  
Intercultural Communication ◽  
Communication Skills ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Ecological Perspective ◽  
Responsive Teaching ◽  
Classroom Communication ◽  
Intercultural Competencies

The purpose of this chapter is to inform educators and teachers about the central role of communication in today's classroom, confronted with the actual reality of cultural diversity. That includes the cultural diversity of children but also of the educators. The author ia particularly interested in helping teachers understand the ways in which diversity influences classroom communication and learning orientations. Analyzing intercultural competencies, there will be a better understanding of student-teacher communication and interaction. The new way of implementing the intercultural education ideas is the culturally responsive teaching, presented in this chapter with its most important characteristics. Teachers can also use different means of communication in classrooms, and that is why the author gave a great importance to exploring the communication skills that are indispensable to any teacher in his/her educational interaction. All these modern educational elements are included in a larger ecological perspective, which includes behavioral modification and a better integration in the environment.

Moving beyond disproportionality: the role of culturally responsive teaching in special education

2011 ◽  
Vol 22 (4) ◽  
pp. 377-396 ◽  
Author(s):  
Monika Williams Shealey ◽  
Patricia Alvarez McHatton ◽  
Vixen Wilson
Keyword(s):  
Special Education ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Responsive Teaching

The Role of Culturally Responsive Teacher to Ensure Social Justice in Education

2021 ◽  
pp. 830-851
Author(s):  
Kasım Karataş ◽  
Tuncay Ardıç
Keyword(s):  
Social Justice ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Social Institution ◽  
Teacher Education Programs ◽  
Responsive Teaching ◽  
Teaching Competencies ◽  
Roles And Responsibilities ◽  
The Social

In this chapter, the importance of having culturally responsive teacher competencies to carry out the education process in accordance with the social justice is discussed within the context of teacher roles and responsibilities. Indeed, education as a social institution is an important institution that provides individuals with an understanding of justice, equality, freedom, and solidarity in a way that enables individuals to live harmoniously within society. In this respect, education system components should be designed with culturally responsive pedagogy on the basis of social justice principles. Besides implementing a culturally responsive teaching in classrooms can be achieved with teachers who have culturally responsive teaching competencies. With these roles and responsibilities, teachers should develop their individual and professional competencies for culturally responsive teaching at teacher education programs.

scholarly journals Review of the Classroom Implications Discussed in Language and Cultural Practices in Communities and Schools: Bridging Learning for Students from Non-Dominant Groups Edited by Inmaculada García-Sánchez & Marjorie Faulstich Orellana

2021 ◽  
Vol 4 (6) ◽  
pp. 12-19
Author(s):  
Amirreza Karami
Keyword(s):  
Multicultural Education ◽  
Teaching Methods ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Cultural Practices ◽  
Responsive Teaching ◽  
Sources Of Knowledge ◽  
Multicultural Classrooms ◽  
Different Sources

This review provides a summary of the classroom implications discussed in Language and Cultural Practices in Communities and Schools: Bridging for Students from Non-Dominant Groups edited by Inmaculada García-Sánchez and Marjorie Faulstich Orellana (2019). Although there are thirteen chapters in this book written by different scholars, they are related to each other and provide teachers with some research-based guidelines on how to integrate different sources of knowledge—such as students’ funds of knowledge—into their instructions in multicultural classrooms. The review of the classroom implications discussed in this book highlights the important role of the teacher once more in providing minority students with the equitable education that they deserve. Therefore, teachers need to be familiarized with culturally responsive teaching approaches in general and, in particular, with different teaching methods and strategies of multicultural education. This will allow teachers to prepare their students to live successfully and peacefully in non-native cultural settings and societies.

Culturally responsive teaching knowledge and practices of online faculty in educational administration: a pilot study

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Julia Ballenger ◽  
Mei Jiang
Keyword(s):  
International Students ◽  
Cultural Diversity ◽  
Educational Administration ◽  
Culturally Responsive Teaching ◽  
Online Teaching ◽  
Culturally Responsive ◽  
Research Study ◽  
Course Design ◽  
Responsive Teaching ◽  
Teaching Knowledge

Abstract The new statistics project that the nation will become “Minority White” in 2045 where Whites will comprise 49.7% of the population. In contrast, Hispanics will comprise 24.6%, Blacks 13.1%, Asians 7.9%, and 3.8% for multiracial populations. Given such shifts in the demographic trends, a culturally inclusive curriculum design and delivery is critical for all students’ success. The purpose of this pilot quantitative comparative research study was to assess Culturally Responsive Teaching Knowledge (CRT) and Culturally Responsive Educational Practices (CREP) in Texas public university faculty who teach and/or advise online Master’s and/or Doctoral students of color, military students, LGBTQ students, religious minority students, and international students in Educational Administration. All respondents in this pilot research study believed Culturally Responsive Teaching was “very important”. However, their self-reported ratings on knowledge of CRT were significantly lower than their value of CRT. These findings revealed the respondents recognized the importance and necessity of cultural diversity in online learning. They viewed cultural differences as assets in online courses. However, they self-perceived their own knowledge of cultural diversity in online teaching was insufficient. With the changing student demographics and increase in international students, faculty members should incorporate diverse learning activities into the online course design to promote equitable learning outcomes. These instructional methods are particularly important to the online graduate programs in the fields of Educational Administration, Instructional Administration, and Educational Leadership.

scholarly journals CULTURALLY RESPONSIVE TEACHING AS AN INNOVATIVE STRATEGY IN EDUCATION: EXPERIENCE OF THE UKRAINIAN EDUCATOR IN THE AMERICAN EDUCATIONAL SYSTEM

2019 ◽  
pp. 96-100
Author(s):  
N. V. Volkovetska-Ireland
Keyword(s):  
Cultural Diversity ◽  
Cultural Values ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Teaching Strategy ◽  
Responsive Teaching ◽  
Innovative Strategy ◽  
Personal Story ◽  
Diverse Classrooms ◽  
The Usa

In a globalized world, cultural diversity and identity have become defining issues that require attention and immediate response. The educational sphere is not an exception. Successful teaching in the modern classroom setting requires more than a proficiency in the field and/or skills to apply effective pedagogical techniques. A successful 21st century teacher needs to be socio-culturally conscious, willing and capable to relate to their students and build trusting relationships, especially in culturally, socially, demographically diverse classrooms. This article profiles the culturally responsive teaching model through the lens of an immigrant’s experience as an educator in the USA. The research focus covers four motivational conditions (establishing inclusion; developing positive attitude; enhancing meaning; engendering competence) that can spark inquiry in learning. Analyzing Dr. R. Wlodkowski’s “Motivational Framework” used as a teaching strategy in the classroom, the author of the article highlights its impact on students’ intrinsic motivation. A favorable learning environment that boosts motivation should contain following elements: students feel connected and respected, relate to their personal experience, voice, choice, cultural values, as well as understand and correlate their learning with their goals. In addition, an observation is made that a personal story of immigration enhanced senses of students’ equity and solidarity based on cultural diversity. The author of the article suggests that through personal narrative, the educator’s identity can be a powerful tool to motivate a diverse student population.

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