Critical Ethnography in a Language Classroom

The chapter discusses a critical mini classroom ethnography as a pedagogical tool for educators working with multilingual learners in K-12 or adult settings. Critical classroom ethnography and culturally responsive instruction in language teaching are discussed. For practicing language educators, a questionnaire, an interview guide, and a reflection template are offered. For pre-service teachers, a structured observation template is included. The suggested tools are discussed in relation to equitable and inclusive educational practices to help develop critical ethnographic skills as they pertain to critically reflective observation which can be utilized by all teachers. The chapter concludes with a discussion of how the mini classroom ethnography's use by a candidate in a language teacher preparation program in the US led to the process of critical and linguistic self-reflection and transformation towards becoming a more culturally responsive and inclusive practitioner.

Virtual and Open Integration of Culture for Education (VOICE) with Science Teacher Candidates from Korea during COVID-19

Cultural competencies and confidence in teaching diverse students are needed to close achievement gaps between mainstream and minority students in science. In this study, an online teacher education program, Virtual and Open Integration of Culture for Education (VOICE), was designed to help retain teacher candidates’ science affinities and cultural competency during the COVID-19 pandemic. Thirty-two Korean teacher candidates were selected as culturally responsive instructors who were able to reduce their cultural bias and preferences about Korean culture and develop culturally responsive instruction. VOICE proceeded through (1) “collaborating,” by connecting seminar speakers worldwide; (2) “designing,” by creating culturally responsive science activities based on Korean culture; and (3) “performing,” by communicating with American students, teacher candidates, teachers, and parents. Pre- and post-survey results show that VOICE increased the teacher candidates’ cultural proficiency and interest in science. Guidelines for research on designing online programs to enhance teacher candidates’ science affinities and cultural competencies are provided.

Born a Culturally Responsive Educator: A Conversation With Dr. Cathy Kea

Dr. Cathy Kea is a professor of special education in the Department of Educator Preparation at North Carolina A&T State University. Dr. Kea’s research interests focus on the intersection among general education, special education, and multicultural education, which she has labeled “a trilogy to be transformed.” Her current research focuses on preparing preservice teachers to design and deliver culturally responsive instruction in urban classrooms as well as providing methods, materials, and philosophy to educator preparation programs (e.g., via syllabi, lesson plans, lectures).

Teacher Coaching: Increasing Deaf Students’ Active Engagement Through Flexible Instructional Arrangements

The study examined the effects of a coaching intervention on teachers’ ability to implement academically responsive instruction through flexible instructional arrangements in self-contained classrooms for students who are deaf and hard of hearing, as well as the impact of instructional arrangements on students’ academic engagement. Using a changing criterion design replicated across teachers, three-teacher participants with diverse backgrounds received differentiated coaching to implement flexible instructional arrangements. Results showed that coaching had an impact on all three teachers’ implementation of flexible instructional arrangements. Concomitantly, students increased their active engagement and decreased passive engagement when they spent less time in whole class and more time in small group and child-managed arrangements. Teachers maintained the use of flexible instructional arrangements and students continued to be more actively engaged than pre-intervention. Limitations and implications for practice and research are discussed.