Achieving Praxis for TESOL Educators

2022 ◽  
pp. 260-286
Author(s):  
Samantha Jungheim ◽  
Jacqueline Vega López
Keyword(s):  
Culturally Responsive Teaching ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
Critical Reflection ◽  
Classroom Practices ◽  
Responsive Teaching ◽  
Reflection Prompts ◽  
Online Educators ◽  
Checklist Implementation ◽  
The Way

Shifting educational landscapes have revealed a need for structured critical reflection. While research on culturally responsive teaching practices and critical reflection prompts exist, there is little in the way of short, synthesized resources for busy educators who desire to change systems of inequity. The authors of this chapter have developed the TESOL educator reflective self-checklist (TERS) for on ground and online educators that utilizes recent research on motivation to activate critical reflection and further culturally sustaining classroom practices. This chapter expands on the evidence and development of this reflective checklist, implementation of the checklist, and provides vignettes of the checklist in use.

Sustaining Culturally Responsive Teaching Practices

2021 ◽  
pp. 218-239
Author(s):  
Michael D. Revell
Keyword(s):  
Culturally Responsive Teaching ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
Instructional Delivery ◽  
Cultural Responsiveness ◽  
Instructional Planning ◽  
Responsive Teaching ◽  
Restorative Practices ◽  
Academic Instruction ◽  
Academic Content

Just as the design, delivery, and development of culturally responsive teaching are constantly informed by di-unital, both/and, mindfulness, this, then, means that restorative practices are, also, capable of developing a similar intersubjectivity. Moving restorative practices beyond the dichotomous underuse of being designed, delivered, and developed apart from conveying academic instruction allows this body of work, presented here, to instead evoke cultural responsiveness to inter-subjectively filter restorative practices within instructional planning, instructional preparation and instructional delivery. Doing so conveys academic content “through” restorative practices while restorative practices simultaneously happen “with” learners of color.

scholarly journals Preparation and The Real World of Education: How Prospective Teachers Grapple with Using Culturally Responsive Teaching Practices in the Age of Standardized Testing

2019 ◽  
Vol 29 (1) ◽  
pp. 3-24
Author(s):  
Natasha Ramsay-Jordan
Keyword(s):  
No Child Left Behind ◽  
Standardized Testing ◽  
Culturally Responsive Teaching ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
High Stakes Testing ◽  
The United States ◽  
Responsive Teaching ◽  
Elementary And Secondary Education ◽  
K 12

The most highlighted provision and consequence of the reauthorization of the 1965 Elementary and Secondary Education Act (ESEA), the No Child Left Behind (NCLB) Act of 2001, is obsessive practices of assessing students across the United States (U.S.). Despite newly named policies, including Every Student Succeed Act (ESSA) of 2015, which governs current U.S. K-12 education standards, concerns over NCLB’s unprecedented fixation on high stakes testing remain acute for many school districts. This manuscript examines the struggles of four preservice secondary mathematics teachers (PMTs) who grappled with enacting culturally responsive teaching practices at schools that aimed to meet accountability standards.

Culturally Restorative Instruction

2020 ◽  
pp. 229-258
Author(s):  
Mike D. Revell
Keyword(s):  
Academic Outcomes ◽  
Culturally Responsive Teaching ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
Rand Corporation ◽  
Responsive Teaching ◽  
Restorative Practices ◽  
Academic Instruction

Although the findings from a 2018 Rand Corporation study reported that restorative practices positively influenced classroom and school-wide socio-emotional attainments, it, however, had little impact upon advancing the academic outcomes of learners of color. The source of this regression emerges through the feedback reported from teachers interviewed. Their feedback revealed that a “lack of time” constrained the development of restorative practices in the classroom. This occurs as the time needed to develop the community through restorative practices was made to compete against the time needed to deliver core academic instruction. As such, the conditions that influence the student's learning are isolated from the conditions that influence the teacher's teaching. This dichotomy routes the routine of planning, preparing, organizing, and executing restorative practices as happing either “TO” or “FOR” rather than “WITH” the delivery of core academic instruction and “THROUGH” epistemological inclinations of culturally-responsive teaching practices.

Using Postmodernism to Effectively Teach in Diverse Settings

2021 ◽  
pp. 239-253
Author(s):  
Rollin D. Nordgren
Keyword(s):  
Culturally Responsive Teaching ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
Culturally Relevant ◽  
Life Experiences ◽  
Responsive Teaching ◽  
Cultural Backgrounds ◽  
Culturally Relevant Curriculum

The challenges brought to classrooms are often exacerbated by a mismatch between teachers' cultural backgrounds and those of their students. This incongruity can be overcome through the use of culturally responsive teaching practices and the integration of culturally relevant curriculum. This chapter suggest the adoption of a postmodern mindset can also aid teachers in meeting the needs of all their students, particularly those with differing life experiences from their own. The author uses a postmodern framework for education that is adopted from Finland and aligns this with the tenets of culturally responsive teaching and also suggests the framework's alignment to culturally relevant curriculum.

Moving Toward Culturally Restorative Teaching Approaches

2021 ◽  
pp. 277-296
Author(s):  
Mike Revell
Keyword(s):  
Culturally Responsive Teaching ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
Cultural Practices ◽  
Teaching Efficacy ◽  
Responsive Teaching ◽  
Framework Analysis ◽  
Achievement Orientation ◽  
Sense Of Efficacy ◽  
Educational Professionals

This mixed-method study examines the interaction between teacher sense of efficacy (TSE) in the use of culturally responsive teaching practices (CRTP). Framework analysis confirms a significant relationship between the affective dimensions of teacher's sense of efficacy in using the methods of culturally responsive teaching. The achievement orientation of teaching efficacy mediates the use of culturally sensitive teaching practices. Accumulated teaching efficacy in using non-indigenous cultural practices interrupts the fractal interconnectedness of culturally responsive teaching practices. The chapter concludes with suggestions of future practices for facilitating the further development of culturally restorative teaching practices among educational professionals.

Understanding the motivation and transformation of White culturally responsive professors

2017 ◽  
Vol 24 (1) ◽  
pp. 81-99
Author(s):  
China Jenkins ◽  
Mary Alfred
Keyword(s):  
Higher Education ◽  
Culturally Responsive Teaching ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
Responsive Teaching ◽  
Moral Obligations ◽  
Primary Motivation ◽  
Moral Rightness ◽  
Transformational Experiences ◽  
White Professors

The purpose of this study was to examine the motivation for White professors in higher education to become culturally inclusive in their teaching practices and the transformational experiences that created this motivation and shaped their development. The findings revealed personal convictions that centred on moral obligations towards teaching was the primary motivation for the participants, that culturally responsive teaching requires complex consideration in its implementation, and there are a variety of challenges that impact culturally responsive professors. Above all, the participants believed in the moral rightness of their work and felt obligated to teach in a culturally responsive manner.

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