Considering Diversity in L2 Teacher Education

2021 ◽  
pp. 1041-1061
Author(s):  
Sheri K. Dion
Keyword(s):  
United States ◽  
Ethnic Diversity ◽  
Culturally Responsive Teaching ◽  
Teacher Candidates ◽  
Culturally Responsive ◽  
Student Diversity ◽  
Responsive Teaching ◽  
Northeastern United States ◽  
Student Background ◽  
Diverse Backgrounds

This chapter presents a discussion of how teacher candidates can develop an awareness of linguistic and cultural diversity and supports students of diverse backgrounds in second language (L2) teaching. Buoyed with a narrative inquiry involving 17 L2 teachers at one independent secondary school in the Northeastern United States, Geneva Gay's culturally responsive teaching is recast, integrating cultural, racial, and ethnic diversity in L2 curricula. Although many teacher participants reported incorporating student background as a resource in informal ways, few teachers (3 of 17) reported formally integrating activities into L2 curricula that supported students in this way. This finding suggests that knowledge of the relevance of student diversity as a resource may also be underrepresented in L2 practices, and implications for L2 teaching and teacher candidates are discussed. Following this examination, the chapter offers a guiding activity that teacher candidates can develop to explore diversity and inform teaching practices.

Considering Diversity in L2 Teacher Education

2019 ◽  
pp. 118-138
Author(s):  
Sheri K. Dion
Keyword(s):  
United States ◽  
Ethnic Diversity ◽  
Culturally Responsive Teaching ◽  
Teacher Candidates ◽  
Culturally Responsive ◽  
Student Diversity ◽  
Responsive Teaching ◽  
Northeastern United States ◽  
Student Background ◽  
Diverse Backgrounds

This chapter presents a discussion of how teacher candidates can develop an awareness of linguistic and cultural diversity and supports students of diverse backgrounds in second language (L2) teaching. Buoyed with a narrative inquiry involving 17 L2 teachers at one independent secondary school in the Northeastern United States, Geneva Gay's culturally responsive teaching is recast, integrating cultural, racial, and ethnic diversity in L2 curricula. Although many teacher participants reported incorporating student background as a resource in informal ways, few teachers (3 of 17) reported formally integrating activities into L2 curricula that supported students in this way. This finding suggests that knowledge of the relevance of student diversity as a resource may also be underrepresented in L2 practices, and implications for L2 teaching and teacher candidates are discussed. Following this examination, the chapter offers a guiding activity that teacher candidates can develop to explore diversity and inform teaching practices.

Diversity Beyond Disability

2020 ◽  
pp. 112-129
Author(s):  
York Williams
Keyword(s):  
Student Achievement ◽  
Special Needs ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Change Agents ◽  
Responsive Teaching ◽  
Students With Special Needs ◽  
Diverse Backgrounds ◽  
Effective Delivery ◽  
Tiered Interventions

The effective delivery of special education relies heavily upon the type of family collaboration beyond the students' disability, an area that is commonly overlooked in education. Hence, based on the schema presented here, the students' unique cultural and familial needs become paramount in boosting student achievement. The author contends that inclusive practices, coupled with a peacemaking curricula that is culturally responsive, has the potential to provide the ripe amount of programming to enable students to become change agents. Additionally, peacemaking coupled with diversity, tiered interventions, and family collaborations enlarge the floor of opportunity for students with special needs. Students with identified special and other needs and who come from diverse backgrounds benefit not only from rigorous and goal-centered instruction, but also from culturally responsive teaching and pedagogy beyond their disability, embedded with culturally-responsive family collaboration.

Culturally responsive practices for teacher candidates: a neighborhood treasure hunt

2019 ◽  
Vol 13 (1) ◽  
pp. 19-32
Author(s):  
Velma Johnson ◽  
Jan Carpenter ◽  
Centae Richards ◽  
Kathleen Brennan Vincent
Keyword(s):  
Culturally Responsive Teaching ◽  
Teacher Candidates ◽  
Culturally Responsive ◽  
Field Experience ◽  
Responsive Teaching ◽  
Preparation Program ◽  
Effect Change ◽  
Content Type ◽  
Educator Preparation ◽  
Educator Preparation Program

Purpose The purpose of this paper is to explore how, and to what degree, culturally responsive field experiences influence the knowledge, beliefs, perspectives and abilities of teacher candidates in an educator preparation program (EPP). Design/methodology/approach Researchers conducted a mixed methods study using a pre-/post-Likert scale survey regarding pre-service teacher beliefs, reflections, Professional Learning Communities (PLC) meetings and observations by the researchers. Findings Teacher candidates expressed greater confidence in their ability to perform culturally responsive tasks by the end of their first field experience, but also indicated ambivalence toward the importance of those tasks. Research limitations/implications The paper’s limitations include the small number of participants, the short timeframe of the study and it was year one implementation of a new model. Practical implications A community mapping experience called the Neighborhood Treasure Hunt (NTH), in conjunction with the other components of the educator preparation program, impacted teacher candidates’ understanding of culturally responsive teaching practices, their perception of their ability to perform them and the importance of culturally responsive teaching. Each program component is necessary to raise awareness and effect change. Originality/value Based on the research of Ladson-Billings (1994) and Author 1 (2007), the NTH was intentionally integrated into the field experience component. Author 1 (2007) was involved in this process adding integrity, authenticity and originality to the research study with teacher candidates in an EPP.

Diversity Beyond Disability

2021 ◽  
pp. 167-180
Author(s):  
York Williams
Keyword(s):  
Student Achievement ◽  
Special Needs ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Change Agents ◽  
Responsive Teaching ◽  
Students With Special Needs ◽  
Diverse Backgrounds ◽  
Effective Delivery ◽  
Tiered Interventions

The effective delivery of special education relies heavily upon the type of family collaboration beyond the students' disability, an area that is commonly overlooked in education. Hence, based on the schema presented here, the students' unique cultural and familial needs become paramount in boosting student achievement. The author contends that inclusive practices, coupled with a peacemaking curricula that is culturally responsive, has the potential to provide the ripe amount of programming to enable students to become change agents. Additionally, peacemaking coupled with diversity, tiered interventions, and family collaborations enlarge the floor of opportunity for students with special needs. Students with identified special and other needs and who come from diverse backgrounds benefit not only from rigorous and goal-centered instruction, but also from culturally responsive teaching and pedagogy beyond their disability, embedded with culturally-responsive family collaboration.

Culturally Responsive Assessment in Music Education

2019 ◽  
pp. 736-754
Author(s):  
Ebru Tuncer-Boon
Keyword(s):  
United States ◽  
Culturally Responsive Teaching ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
The United States ◽  
Cross Cultural ◽  
Assessment Practices ◽  
Music Teaching ◽  
Responsive Teaching ◽  
American Children

This chapter is constructed on culturally responsive teaching and assessment practices that the author has been involved in during her music teaching experiences with Asian-American children at the Petit String Orchestra and Junior Youth Orchestra at the University of Florida, and African American children in the United States and their violin experiences at Lincoln Elementary. The chapter explores how culturally responsive music-teaching practices and assessments support each other. The chapter discusses and identifies how culturally responsive assessment practices, as implemented in string teaching practices and music classrooms in the United States, enhance learning and emphasize student and culture-driven learning and, more specifically, develops a framework of action for analyzing and understanding culturally responsive teaching and assessment processes. In providing the recent literature and research in cross-cultural psychology, music psychology and cognitive neuroscience, this chapter opens up new ways of understanding differences in human cognitive functions, cross-cultural varieties in musical perceptions, music teaching, learning, and educational achievement.

Sign in / Sign up

Export Citation Format

Share Document