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Journal articles on the topic 'Teaching Culturally Linguistically Diverse Students'
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1
Gleeson, Margaret, and Chris Davison. "Teaching in linguistically and culturally diverse secondary schools." Australian Review of Applied Linguistics 42, no. 3 (October 18, 2019): 301–21. http://dx.doi.org/10.1075/aral.17093.gle.
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Abstract Thirty years ago Australian researchers led the development of language and content integration in schools, advocating systematic teaching of language across the curriculum to meet the needs of English as an additional language (EAL) students. However, despite significant improvements in initial teacher education, targeted professional development and language-specific curriculum and assessment, this paper suggests that secondary teachers have gained only a superficial understanding of the language knowledge necessary to teach EAL students. Drawing on questionnaires, interviews, and observations, this case study of two secondary schools in Sydney reveals the majority of teachers report their perspectives and experiences of good teaching have equipped them with a repertoire of sufficient strategies to meet EAL needs, and they see little difference between teaching EAL and learners with low levels of literacy. This paper concludes a renewed focus on integrating language and content teaching and partnership models of professional learning and evaluation are needed.
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Taylor, Roben, Alex Kumi Yeboah, and Ravic P. Ringlaben. "Pre-service Teachers’ Perceptions towards Multicultural Education and Teaching of Culturally and Linguistically Diverse Learners." International Journal for Innovation Education and Research 3, no. 9 (September 30, 2015): 75–87. http://dx.doi.org/10.31686/ijier.vol3.iss9.434.
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In this study the authors investigated 80 pre-service teachers about their perception towards multicultural education and teaching of culturally and linguistically underrepresented diverse students. Participants completed a modified version of the Diversity Orientations Survey. First, results show that the majority of pre-service teachers largely agreed for the need for the inclusion of multicultural education to teacher education program with regards to teaching linguistically culturally diverse students. Second, participants indicate lack of awareness with regards to understanding of multicultural education in terms of cultural awareness in the teaching of special needs students. This paper conceptualizes pre-service teacher’s perceptions towards multicultural education in general and discusses the teaching of culturally, linguistically and underrepresented diverse learners in K-12 schools. The authors propose reforms in the curriculum of teacher education preparation programs in colleges of education of inclusion of comprehensive multicultural education course at each level of education.
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Yoon, Jiyoon, Kyoung Jin Kim, and Leisa A. Martin. "Culturally inclusive science teaching (CIST) model for teachers of culturally and linguistically diverse students." Journal for Multicultural Education 10, no. 3 (August 8, 2016): 322–38. http://dx.doi.org/10.1108/jme-01-2016-0012.
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Purpose This study aims to design and measure the effects of the culturally inclusive science teaching (CIST) model on 30 teacher candidates to teach science to culturally and linguistically diverse (CLD) students. Design/methodology/approach The CIST model for culturally inclusive science lessons included six sessions: inquiring, questioning, interacting (online with international students who were at the beginning level of English proficiency), interacting (face-to-face with international internship students who were at the middle level of English proficiency), interacting (face-to-face with international students on campus who were at the advanced level of English proficiency) and developing lessons. Findings The pre- and post-self-efficacy tests, the culturally inclusive lessons and the final essay reflection resulted in an increase in teacher candidates’ confidence in teaching science to culturally diverse students and improvement in their skills to create culturally inclusive lessons. Originality/value Through the model, the teacher candidates interracted with international students with various levels of English proficiency and developed lessons for culturally diverse students. The CIST model is a prospective teaching strategy for teachers to support CLD students’ achievement in science by providing meaningful science in the context of their personal lived experiences.
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Solak, Ekrem, and Betül Bal Gezegin. "Counter-effect of Refugee Movement in Culturally and Linguistically Diverse Classrooms." World Journal of Education 9, no. 2 (March 18, 2019): 22. http://dx.doi.org/10.5430/wje.v9n2p22.
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The presence of refugee students in culturally and linguistically diverse classrooms relatively influences thedevelopment of local students as well. Students with different languages and cultural background in a learningenvironment create a different atmosphere and may influence the attitude of local students to other languages andcultures. Therefore, this study investigated how and to what extent native students were influenced from refugeestudents in terms of linguistic and cultural perspective. The mixed method was used in this study. Quantitative datawere collected from local students in culturally and linguistically diverse classrooms through a questionnaire andqualitative data were collected from teachers teaching in these classrooms by means of interviews. The results of thestudy revealed that there were remarkable positive effects of the integration process on both sides though variousproblems emerged in diverse classrooms. The findings of this research may also (delete) give implications about theinfluence of refugee movement for other cultures.
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Haan, Jennifer E., Colleen Gallagher, and Lisa Varandani. "Working with Linguistically Diverse Classes across the Disciplines: Faculty Beliefs." Journal of the Scholarship of Teaching and Learning 17, no. 1 (March 6, 2017): 37–51. http://dx.doi.org/10.14434/v17i1.20008.
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The rapid growth of international students at United States universities in recent years (Institute of International Education, 2013) has prompted discussions about how best to serve this population in and out of the classroom. This article reports on faculty cognitions (Borg, 2006) regarding internationalization and the teaching of international students who are emergent multilinguals. Researchers surveyed faculty members on one campus about their beliefs regarding internationalization, techniques for instruction in culturally and linguistically diverse classrooms, and their own efficacy in teaching international students. Results indicate a theory-reality split in beliefs about internationalization and techniques for teaching international students along with relatively low levels of self-efficacy in working with emergent multilinguals. The article discusses implications for faculty-administration collaboration and faculty development in linguistically-responsive instruction.
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Kariyawasam, Kanchana, and Hang Yen Low. "Teaching Business Law to Non-Law Students, Culturally and Linguistically Diverse (‘CaLD’) Students, and Large Classes." Journal of University Teaching and Learning Practice 11, no. 2 (April 1, 2014): 121–41. http://dx.doi.org/10.53761/1.11.2.9.
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This paper is largely based on the experience of teaching law to students with non-legal background in business schools, with a focus on internationalisation and the large class lecture format. Business schools often consist of large classes which include a significant proportion of Culturally and Linguistically Diverse (CaLD) students. Teaching a difficult and demanding subject to a large cohort of students from increasingly diverse backgrounds can be an onerous task. The existence of these conditions present different teaching challenges and requires a re-examination of teachers’ approaches to student learning. In this article, the experience of teaching law in business schools is approached through an examination of the challenges and problems arising from (a) teaching law to non-law students (b) teaching CaLD students (c) teaching large classes. At each stage, the writers explore effective solutions and strategies to deal with these issues.
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Eliyahu-Levi, Dolly, and Michal Ganz-Meishar. "Designing Pedagogical Practices for Teaching in Educational Spaces Culturally and Linguistically Diverse." Journal of New Approaches in Educational Research 9, no. 1 (January 15, 2020): 74–90. http://dx.doi.org/10.7821/naer.2020.1.480.
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Israel is a multi-cultural migration country and its education system face the challenges of equality and inclusion. This is comparative qualitative research based on a model that evaluates the development of intercultural competence. The purpose of the study is to examine the perceptions and attitudes of inter-cultural competence development in two groups of students, in which only one of them was involved in extra-curricular learning. The findings show differences between the two groups. Group A, had gained new knowledge in broader cultural contexts and had a deeper insight on creating a pluralistic professional identity, cultural-emotional commitment and strengthens the relationship between teaching and culture than the Group B. Moreover, the students in group A were more practical and dynamic and created a link between the content of the lesson and the children's origin culture. They allow discussion of controversial issues and encourage the children to share personal stories.
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Peterson, Patricia, and Stephen Showalter. "Preparing Culturally Diverse Special Education Faculty: Challenges And Solutions." Contemporary Issues in Education Research (CIER) 3, no. 9 (November 9, 2010): 27. http://dx.doi.org/10.19030/cier.v3i9.232.
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This paper describes why more bilingual culturally responsive special education faculty are needed to meet the needs of the increasing number of culturally and linguistically diverse students with disabilities in the United States. In addition, the paper presents the successes and challenges in the journey to prepare university faculty leaders in bilingual multicultural special education. The NAU Faculty for Inclusive Rural-multicultural Special Educators (FIRST) program is a bilingual/multicultural special education program which prepares doctoral students from Latino and Indigenous backgrounds to become highly qualified university faculty in the areas of teaching, research, technology, and cultural/linguistic diversity.
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Miller, Melinda, Amanda McFadden, and Ann Heirdsfield. "Preparing culturally and linguistically diverse preservice Early Childhood teachers for field experience." Student Success 7, no. 2 (July 24, 2016): 33–42. http://dx.doi.org/10.5204/ssj.v7i2.339.
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This article reports on an action research project focussed on preparing culturally and linguistically diverse (CALD) preservice early childhood teachers for field experience. A series of targeted workshops delivered over one semester was designed to support the students to develop intercultural competence in relation to knowledge, attitude, skills and behaviours that contribute to success on field placement. Findings indicate that short-term initiatives targeted specifically to students’ identified needs and strengths can help to build intercultural competence for both students and teacher educators. For the participants, access to communication strategies, opportunities for rehearsal of teaching practice, and peer and academic support contributed to shifts in attitude, and the development of skills and new knowledge. New learnings for the teacher educators included challenging assumptions about CALD students’ sense of community and belonging in the university context.
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Grigsby, Yurimi, Carolyn Theard-Griggs, and Christopher Lilly. "(Re)Claiming Voices: Digital Storytelling and Second Language Learners." Acta Technologica Dubnicae 5, no. 1 (June 1, 2015): 60–67. http://dx.doi.org/10.1515/atd-2015-0034.
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AbstractWith almost five million English language learners in the United States, digital storytelling is increasingly being used in second language learning classrooms. As a teaching and learning strategy, digital storytelling can promote critical thinking, connect new content with prior knowledge, enhance memory, and foster confidence and motivation for learning. Digital stories possess unique narrative qualities that often center on identity negotiation and the ways culturally and linguistically diverse students make meaning out of their lives. Fostering hands-on, active learning, digital storytelling is an interactive way to include culturally and linguistically diverse students’ voices in a curriculum that may not easily represent them. Practical implementation of digital storytelling is included.
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Warren, Amber N. "Exploring Experienced Teachers’ Constructions of Culturally and Linguistically Diverse Students in an Online Class." International Journal of Multicultural Education 20, no. 2 (June 30, 2018): 58. http://dx.doi.org/10.18251/ijme.v20i2.1586.
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This article examines online discussions during a teacher education class for experienced teachers seeking licensure in teaching English learners. It seeks to understand experienced teachers’ constructions of culturally and linguistically diverse (CLD) students. Using discourse analysis to emphasize talk as situated and action-oriented, the article indicates how belief claims expressed during experienced teachers’ online discussions construct specific versions of what it means to be a CLD student. Findings further suggest that participants managed their authority to speak about students’ needs in patterned ways. These findings have implications for teaching and learning, particularly for the preparation of experienced teachers.
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Kourea, Lefki, Lenwood Gibson, and Robai Werunga. "Culturally Responsive Reading Instruction for Students With Learning Disabilities." Intervention in School and Clinic 53, no. 3 (May 22, 2017): 153–62. http://dx.doi.org/10.1177/1053451217702112.
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As student populations are becoming more diverse in ability and ethnicity across American classrooms, teachers are faced with instructional challenges in meeting their students’ learning needs. Challenges are heightened for general and special education teachers who teach students with learning disabilities (LD) and have a culturally and linguistically diverse background. This article analyzes three main domains of culturally responsive reading instruction for students with LD: (a) instructional delivery, (b) environmental support, and (c) curriculum context. Specific strategies and teaching tools are described in each domain to assist teachers in making their daily reading instruction more culturally responsive and relevant to the needs of their students.
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Sigdel, Surya, and Mani Ram Sharma. "Critical Pedagogy and Equity Promotion in Culturally and Linguistically Diverse Classroom." Journal of English Education and Teaching 5, no. 2 (June 4, 2021): 201–15. http://dx.doi.org/10.33369/jeet.5.2.201-215.
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This paper explores English language teachers’ perception of critical pedagogy and equity promotion in lingo-cultural diverse classroom. The study concerns how the teachers find multicultural students’ problems and address them in the classroom. The study further investigates how teachers use dimensions of equity (multicultural education, social justice education and culturally responsive pedagogy) to promote social harmony, critical awareness and independent learning. In the study, I have used narrative inquiry as a research method, selected six participants purposively from public schools of Kathmandu and collected information from in-depth semi-structured interviews. I have employed multiple layers of thematic analysis, interpreted narrative data and developed six different themes: facility and access, classroom management, language and behavior, classroom activities, feedback and reinforcement and evaluation procedures. On the basis of this study, what I found that school environment, classroom activities, evaluation procedures and feedback and reinforcement are the major factors for the influence of their students’ participation. The school management has major role to facilitate and encourage teachers for the promotion of students centered methods such as project based learning and collaborative learning. Along all these aforementioned themes, teachers have prominent role to run active participatory classroom activities through student friendly activities like language games and healthy academic debate. Not only that, teachers are equally responsible to identify at-risk students and address their issues immediately to promote independent learning. Furthermore, to evaluate students’ progress, intra-personal comparative evaluation procedure is found more effective than inter-personal comparative evaluation procedures to encourage them to strive ahead with self-respect. The study expects relevant recommendations in the field of content-based child-friendly teaching learning activities where students participate actively enjoy the activities and learn from self and others.
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Hilaski, Danielle. "Addressing the mismatch through culturally responsive literacy instruction." Journal of Early Childhood Literacy 20, no. 2 (April 17, 2018): 356–84. http://dx.doi.org/10.1177/1468798418765304.
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The American demographic is drastically changing from a largely white, European-American population to one that is extremely diverse. This shift in demographics has impacted on state schools. Students often experience a cultural shock due to a mismatched monocultural, monlinguistic curriculum in schools. This qualitative study explored the way four Reading Recovery teachers attempted to make their Reading Recovery instruction culturally responsive for their culturally and linguistically diverse students. Through constant comparative analysis of data collected through pre- and post-interviews, bi-weekly professional development sessions and debriefings, reflective journals, and artefacts, it was found that the teachers' practices shifted in three main ways: observation, conversation and instruction. Participating teachers found ways to utilize students' social, cultural and linguistic knowledge to establish links between the familiar and new to make learning to read and write easier for their students. Thinking intentionally about the tenets of culturally responsive teaching as well as students' linguistic, social and cultural knowledge, participating teachers found ways to enact culturally responsive teaching in their Reading Recovery instruction.
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Zoch, Melody. "“It’s Important for Them to Know Who They Are”: Teachers’ Efforts to Sustain Students’ Cultural Competence in an Age of High-Stakes Testing." Urban Education 52, no. 5 (December 16, 2015): 610–36. http://dx.doi.org/10.1177/0042085915618716.
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This article examines how four urban elementary teachers designed their literacy instruction in ways that sought to sustain students’ cultural competence—maintaining their language and cultural practices while also gaining access to more dominant ones—amid expectations to prepare students for high-stakes testing. A large part of their teaching involved taking their students’ backgrounds into account and selecting classroom texts to provide examples of the contributions made by successful culturally, ethnically, and linguistically diverse people with space for dialogue about inequity.
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Thomas, Kaemanje. "INTEGRATING MULTIPLE INSTRUCTIONAL MEDIUMS TO TEACH CRITICAL LITERACY WITH ADULT LINGUISTICALLY DIVERSE LEARNERS." English Review: Journal of English Education 7, no. 1 (December 9, 2018): 17. http://dx.doi.org/10.25134/erjee.v7i1.1492.
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Critical reading is the apex of tertiary education and the chief focus in higher education courses as they prepare adults for the workforce. Without significant improvements in academic preparation and support, many linguistically diverse [LD] students will have higher drop out rates in their first year of college. Developmental reading instruction practices are designed to emphasize moving the first-year LD students from sub-par reading levels towards the application and development of critical reading skills, as demanded by their college courses. Many community colleges across the United States prepare assessments tests in reading and mathematics for most, if not all, newly admitted students. These tests are used as placement guides, especially when the newly admitted applicant�s high school transcript or SAT scores do not demonstrate that the student possesses the critical reading or mathematical ability needed to pass the 70 percentage threshold, an indication of being college ready. This paper argues that teaching critical reading requires embracing students� cultural capital and implementing scaffolds that will support the Adult Linguistic Diverse learner/students (ALDl/s). Results from this study indicated that both intrinsic values and instructor�s disposition influence the ALD learner attitudes related to developed critical reading performance. These findings indicate that using multiple instructional mediums [MiMs] had a positive impact on students� critical reading skills and contributed to the ALD learners� comprehension, motivation, and critical reading skills.Keywords: critical literacy; community college; developmental reading; language minority students; adult linguistic diverse learner; culturally relevant teaching; cultural capital.
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Heath, Inez A. "The Social Studies Video Project: A Holistic Approach for Teaching Linguistically and Culturally Diverse Students." Social Studies 87, no. 3 (June 1996): 106–12. http://dx.doi.org/10.1080/00377996.1996.9958423.
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Jamal, Zenobia, and Shibao Guo. "10. Exploring Strategies in Facilitating Cultural Diversity: A Freirean Approach." Collected Essays on Learning and Teaching 1 (July 1, 2011): 61. http://dx.doi.org/10.22329/celt.v1i0.3179.
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The student population in Canada’s higher education institutions is becoming increasingly racially and culturally diverse. Canadian higher education has the obligation to build inclusive teaching and learning environments where the needs and aspirations of students from diverse cultures and backgrounds can be addressed in an equitable manner. Using a Freirean approach, this paper aims to develop a process for deriving useful and practical strategies to meet the challenges of creating culturally and linguistically inclusive classroom environments.
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Greene, Jackie, and Elia Vázquez-Montilla. "Bridging Cultural Borders: American Students’ Pedagogical Cross-Cultural Experiences in Hungary." Hungarian Cultural Studies 6 (January 12, 2014): 120–29. http://dx.doi.org/10.5195/ahea.2013.116.
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In exploring the best practices for preparing new teachers to meet the challenges of the changing demographics present in contemporary classrooms, cross-cultural internship experiences emerge as an important component to teacher training curriculums. The authors present information based on the experiences of American student teachers spending three weeks teaching English and American Culture in Szent István’s Practice School, making presentations to local clubs, churches, libraries, and traveling throughout Hungary. This exchange program presented a great opportunity for the authors to conduct a study related to exploring the impact of the student teaching abroad experience in their teaching dispositions as well as in developing an understanding of working within a culturally and linguistically diverse environment.
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Morales, Amanda Rodriguez, and M. Gail Shroyer. "Personal Agency Inspired by Hardship: Bilingual Latinas as Liberatory Educators." International Journal of Multicultural Education 18, no. 3 (October 28, 2016): 1. http://dx.doi.org/10.18251/ijme.v18i3.1145.
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This qualitative multiple case study focused on eleven non-traditional, bilingual, Latinas within a teacher education program. The study explored various factors that influenced participants’ desire to pursue and ability to persist as pre-service teachers. The overarching theme identified among participant discourse was personal agency inspired by hardship. Findings indicated that, as a result of their cultural and experiential understandings, participants enacted culturally responsive teaching with their Latino/a students. Furthermore, participants demonstrated a strong sense of personal agency to improve the educational outcomes of culturally and linguistically diverse students and a desire to advocate specifically on behalf of English learner Latino/a students.
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Kester, Ellen Stubbe, Elizabeth D. Peña, and Ronald B. Gillam. "Outcomes of Dynamic Assessment with Culturally and Linguistically Diverse Students: A Comparison of Three Teaching Methods Within a Test-Teach-Retest Framework." Journal of Cognitive Education and Psychology 2, no. 1 (January 2001): 37–54. http://dx.doi.org/10.1891/1945-8959.2.1.37.
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This study was designed to investigate the dynamic assessment of vocabulary abilities in preschool-aged children from culturally and linguistically diverse backgrounds. Using a test-teach-retest model, we compared the labeling skills of children who received direct instruction (DI), mediated learning experiences (MLE), and hybrid methods during the teaching portion of a dynamic assessment of children’s labeling skills. Children in a control group received the pre- and post-tests without an intervening teaching phase. Children in all three dynamic assessment instruction groups labeled more pictures correctly at retest compared to children in the control group who did not demonstrate labeling gains. Of greater interest, the three teaching strategies resulted in varying degrees of improvement. The labeling scores of children who received MLE and Hybrid instruction improved more from test to retest than the scores of children who received DI. Results suggest that cognitively based dynamic assessment approaches (MLE and Hybrid conditions) help children from culturally and linguistically diverse backgrounds perform at their optimum level during dynamic assessment.
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Franklin, Mary E. "Culturally Sensitive Instructional Practices for African-American Learners with Disabilities." Exceptional Children 59, no. 2 (October 1992): 115–22. http://dx.doi.org/10.1177/001440299205900204.
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This article discusses the cultural and educational needs of African-American learners with disabilities. Six theoretical assumptions establish some basic suppositions about culturally and linguistically diverse learners and effective instructional practices. A review of the literature describes African-American cultural practices, interests, and cognitive styles; highlights the attitudes, perceptions, and instructional practices of effective teachers of African-American students; and includes patterns of teacher-student and peer-group interactions that promote high academic achievement among African-American learners. Recommendations include organizing teaching, learning, and performance in ways that are compatible with the social structure of African-American students with disabilities.
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Tsao, Ying-Chiao. "Students Involvement in Multilingual and Multicultural Community Services." Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 22, no. 2 (August 2015): 77–89. http://dx.doi.org/10.1044/cds22.2.77.
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Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.
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Douglas, Cynthia M. "A Case Study for Culturally Responsive Teaching in Glodok, Jakarta, Indonesia: the Negotiation of Identity and Instruction for a Chinese-Indonesian Educator." International Journal of Chinese Education 9, no. 1 (June 17, 2020): 113–26. http://dx.doi.org/10.1163/22125868-12340122.
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Abstract This paper documents what culturally responsive teaching means for a teacher who is a member of a minority community of ethnic Chinese in Glodok (Chinatown), Jakarta, Indonesia. Culturally responsive teaching (CRT) in Indonesia has traditionally meant implementing an indigenous, Javanese-centered curriculum where ethic Chinese identity was disparaged. The data collected in this study illustrates how an educator must negotiate identity and instruction of CRT to students of her own ethnic group with whom she does not share a cultural identity. The broader significance of this study is understanding how educators from marginalized or minority communities are vital to the creation of dialogue within the constructs of culturally responsive teaching. This study illustrates the necessity to not make assumptions that educators from culturally and linguistically diverse communities are naturally predisposed to engage in CRT; this reinforces the urgency that all teachers need proper training in order to effectively employ culturally responsive teaching regardless of ethnicity, race, or culture.
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Kultti, Anne, and Niklas Pramling. "Traditions of Argumentation in Teachers’ Responses to Multilingualism in Early Childhood Education." International Journal of Early Childhood 52, no. 3 (December 2020): 267–80. http://dx.doi.org/10.1007/s13158-021-00280-0.
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AbstractIn this study, we investigate how professionals in early childhood education (ECE) reason about multilingualism. Empirical data are analyzed in terms of ‘traditions of argumentation’ which proposes that we cannot argue for something without, explicitly or implicitly, arguing against something else. The analyses use transcribed data from two focus groups conducted with teachers in two preschools in Sweden. These teachers had experience teaching culturally and linguistically diverse groups of children. The reoccurring rhetorical strategy used by the teachers to talk about their work with multilingual children used a set of contrasts. Three contrasts were identified: (1) I/we versus them (others); (2) here-and-now versus there-and-then; and (3) building ECE on research versus personal experience. The study has implications for teachers and students in preschool teacher education to understand the possible tensions and contrasts inherent in teaching culturally and linguistically diverse children. Rather than simplifying professional practice to either side of a dichotomy, teachers should be encouraged to understand and verbalize the bases of their professional knowledge, and understand the different positions from which they draw knowledge to inform practice.
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Spooner, Fred, Christopher J. Rivera, Diane M. Browder, Joshua N. Baker, and Spencer Salas. "Teaching Emergent Literacy Skills Using Cultural Contextual Story-Based Lessons." Research and Practice for Persons with Severe Disabilities 34, no. 3-4 (September 2009): 102–12. http://dx.doi.org/10.2511/rpsd.34.3-4.102.
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Recent statistics suggest that the number of English-language learners has been growing at a rapid rate in the United States. The growth of this population will inevitably lead to a larger number of culturally and linguistically diverse students with significant cognitive disabilities. Currently, there is little research on effective literacy practices, specifically for English-language learners with a moderate or severe intellectual disability. The participants in this study were one Latina paraprofessional and an English-language learner with a moderate intellectual disability. A multiple probe design across skill sets was used to evaluate number of items correct throughout three skill sets derived from a cultural contextual story-based lesson protocol. Results suggest that the cultural contextual story-based lessons did increase emergent literacy skills for this student. Future research and implications are discussed.
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Lockhart, Kari, and Rachel U. Mun. "Developing a Strong Home–School Connection to Better Identify and Serve Culturally, Linguistically, and Economically Diverse Gifted and Talented Students." Gifted Child Today 43, no. 4 (October 2020): 231–38. http://dx.doi.org/10.1177/1076217520940743.
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Scholars and practitioners of gifted education have made strides in recognizing the need for equitable identification practices, as well as acknowledging the importance of culturally relevant teaching practices, so that students from traditionally underrepresented student populations (i.e., culturally, linguistically, and economically diverse [CLED] students, rural students) have the opportunity to develop their unique gifts and talents. However, little attention has been paid to the vital roles that parent/family and community have in shaping a gifted and talented child’s future. The relationship between students’ families, communities, and their school is often an overlooked variable, but one that has the potential to make significant improvements in gifted education for traditionally underrepresented students in gifted education. This article identifies potential barriers to forming strong home–school connections and outlines specific strategies for overcoming these stumbling blocks. We discuss ways in which teachers and administrators can utilize specific engagement strategies, rethink structures within the school environment, and employ responsive attitudes and behaviors to cultivate strong, healthy home–school connections.
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Allen, Jennifer K. "Exploring the Role Teacher Perceptions Play in the Underrepresentation of Culturally and Linguistically Diverse Students in Gifted Programming." Gifted Child Today 40, no. 2 (March 21, 2017): 77–86. http://dx.doi.org/10.1177/1076217517690188.
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This qualitative study explored the role teacher perceptions play in the underrepresentation of culturally and linguistically diverse (CLD) students in gifted programming. Purposeful sampling was used to select six interview participants with at least 5 years of teaching experience. Each participant took part in two semistructured interviews over a 3-month period. Interviews were transcribed and analyzed using Auerbach and Silverstein’s highly structured analytic method. The findings indicate that “the language barrier” and the overemphasis on standardized testing contribute to the underrepresentation of CLD learners in gifted programming. In addition, the researcher identified a need for increased collaboration among educators during the gifted referral and identification processes as well as professional development to raise awareness about the issue of underserved populations in gifted education.
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Kurtzworth-Keen, Kristin A., and Kelly A. Harper. "Utilizing Collaborative Teacher Inquiry to Enhance Daily Teaching Practices in K-12 Classrooms." International Journal of Teacher Education and Professional Development 4, no. 1 (January 2021): 17–29. http://dx.doi.org/10.4018/ijtepd.2021010102.
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This article describes an inquiry-based research study focused on teacher professional development and utilizing evidence-based practices in everyday teaching to enhance learning opportunities for students in linguistically and culturally diverse classrooms. During a year-long professional development series entitled Embracing All Children: Addressing Cultural and Linguistic Diversity in Our Schools teachers were provided with an inquiry-based framework to apply evidence-based practices presented during professional development sessions into their daily teaching. Teachers gained knowledge of evidence-based practices during monthly sessions while simultaneously participating in collaborative teacher inquiry research groups. The teachers applied new instructional methods in their daily practices while utilizing an inquiry-based action research model to monitor and self-evaluate the effectiveness of their teaching. The findings suggest professional development paired with ongoing opportunities for collaborative teacher inquiry can move evidence-based practices into everyday teaching.
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Solano Campos, Ana Tristana. "The Role of EFL Teachers in the ESL Setting." LETRAS, no. 44 (July 22, 2008): 179–91. http://dx.doi.org/10.15359/rl.2-44.10.
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Se describen las acciones que los profesionales de la enseñanza del inglés como lengua extranjera deben llevar a cabo al trasladarse a un contexto en el que se aprende el idioma como segunda lengua. Se subraya la función de esos profesionales como defensores y tutores de estudiantes con diversidad cultural y lingüística. Asimismo, se señalan los importantes aspectos portener en cuenta para cumplir con esa función.
A description is provided of the challenges that English as a Foreign Language teaching professionals face when being relocated to an English as a Second Language setting. Language teaching professionals' role as advocates and educational parents to Culturally and Linguistically Diverse (CLD) students is highlighted. The most important aspects to take into account to fulfill such a role are also presented.
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Thomas, Kaemanje, and Minkyung Choi. "USING MULTIPLE TEXTS TO TEACH CRITICAL READING SKILLS TO LINGUISTICALLY DIVERSE STUDENTS." Indonesian EFL Journal 5, no. 1 (January 16, 2019): 1. http://dx.doi.org/10.25134/ieflj.v5i1.1626.
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Mastery of developmental reading courses offers both an opportunity for academic enrichment and a barrier to college completion. We examine what it means to use multiple texts in college developmental reading courses, the benefits of using them, and considerations that instructors may employ in their instructions. A review of the literature indicates Linguistically Diverse students (LDs) often lack the required critical thinking skills needed to tackle the rigor and demand of their college level courses. We conducted a study to tests whether using multiple texts improved LDs critical reading skills.� Participants of 30 undergraduate students taking RDL 500 course were analyzed using pre and posttest results. Findings indicated that integrated use of multiple texts is a practical teaching approach for LDs improved their critical reading skills and their navigation of unfamiliar texts. This implies the use of the one size-fits-all approach may not be an effective pedagogical practice by instructors who teach the LD student.Keywords:�community college; critical literacy; cultural capital; developmental reading; language minority students; linguistically diverse students; multiple texts; sociocultural literacy.
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Senyshyn, Roxanna M., and Paula Smith. "Global Awareness Dialogue Project: Exploring Potential for Faculty Transformation Through a Professional Development Series." Journal of Transformative Education 17, no. 4 (March 21, 2019): 318–36. http://dx.doi.org/10.1177/1541344619833342.
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This article examines a faculty professional development program aimed at engaging faculty in an ongoing discussion about global awareness and the practices surrounding teaching and learning in a linguistically and culturally diverse classroom. The program is modeled on two key components: the engagement of undergraduate students and faculty in a structured dialogue outside the classroom and the contributions of experts to faculty discussions to locate and contextualize best practices. The initiative’s potential to affect faculty perspectives is explored through a transformative learning framework. Short-term and long-term assessments show that participants were motivated to improve and implement new instructional practices.
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Heineke, Amy J., and Elina Giatsou. "Learning From Students, Teachers, and Schools: Field-Based Teacher Education for Emergent Bilingual Learners." Journal of Teacher Education 71, no. 1 (September 17, 2019): 148–61. http://dx.doi.org/10.1177/0022487119877373.
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Today’s schools are more culturally and linguistically diverse than ever before, prompting the need for teachers with the requisite expertise for work with emergent bilingual learners. As students grow in numbers and fill seats in classrooms spanning grades and disciplines, teacher educators must consider ways to prepare an increasing number of teachers, including those spanning licensure areas. This research probed one university’s efforts to prepare all teacher candidates for this growing subgroup of students through a field-based undergraduate teacher education program in the urban Midwest. Using artifact data from 29 program completers and survey and interview data from five focal teachers spanning licensure areas, this study investigated how particular facets of the field-based program promoted or deterred candidates’ learning across the 4-year program and into teachers’ first year of teaching. Implications center on how universities can leverage field-based teacher education to prepare future teachers for diverse classrooms.
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Wang, Congcong. "Pre-Service Teachers’ Perceptions of Learning a Foreign Language Online." International Journal of Computer-Assisted Language Learning and Teaching 2, no. 2 (April 2012): 30–44. http://dx.doi.org/10.4018/ijcallt.2012040103.
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Due to the continuing linguistic and cultural diversity among K-12 students in the US and across the English-speaking world and the increasing influence of digital technologies on learning, this qualitative study explores pre-service teachers’ perceptions of learning a foreign language online, and how such experience influence teaching linguistically, culturally, and technologically diverse students in the U.S. Participants comprised 35 teacher education students, all of whom took a 9-week online Chinese language/culture course designed specifically for pre-service teachers. Surveys with closed and open-ended questions were conducted before, during, and after the course. Data were collected online and then coded and analyzed. The participants’ responses suggested that: 1) new forms of online learning were engaging to teacher-learners with diverse learning styles, prior technological experience, needs and goals; 2) the pre-service teachers perceived that online foreign language learning during their teacher education program enhanced their linguistic, cultural and technological awareness; and 3) the participants felt that they benefited from being prepared to work with linguistic, cultural, and technological diversity in classrooms. This study has implications for similar contexts around the world.
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Li, Hao. "Multicultural Communication Competence and Education in Ethnic Minority Areas of Yunnan." Theory and Practice in Language Studies 8, no. 5 (May 1, 2018): 541. http://dx.doi.org/10.17507/tpls.0805.13.
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Cultural diversity is evident throughout schools in border provinces of China, especially in Yunnan, which has the largest number of ethnic minorities. To what extent do teachers in Yunnan prepare their teaching to cater for the needs of culturally and linguistically diverse students? Findings revealed that cultural and communicative barriers exist in Yunnan's schools, resulting in the academic underachievement of minority students. This paper integrates some external issues, such as the insufficient family education and a lack of support and understanding from schools, with internal problems, such as students' and teachers' scant knowledge in multicultural communication and the stress from psychological and behavioural adjustment during the acculturation process, into a summary as multicultural communicative and educational problems. To solve these problems, theories and practice of multicultural communication competence are introduced to meet the varied needs of students in the multicultural environment, and integrate teachers with theoretical approaches for multicultural communication education. School courses need to be updated to address the needs of students from different cultural backgrounds, and this paper also provides practical ways to begin with.
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Land, Charlotte L. "Examples of c/Critical Coaching: An Analysis of Conversation Between Cooperating and Preservice Teachers." Journal of Teacher Education 69, no. 5 (March 15, 2018): 493–507. http://dx.doi.org/10.1177/0022487118761347.
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As student populations become culturally and linguistically diverse, mismatches between students and the mostly White teaching force create challenges for schools and teacher education programs. This article—drawing from the Coaching With CARE project and building on research valuing the role of cooperating teachers (CTs) in supporting critical, socially just teaching—examines c/Critical conversations between CTs and preservice teachers (PTs) to highlight ways CTs may bring critical understandings into mentoring work. Findings show that using tools like retrospective video analysis (RVA) and responsive critical discourse analysis (CDA) helped provide space for some CTs to engage in critical discussions of traditional power hierarchies within the classroom, the roles they and their students assume in societal power structures, and ways those understandings may affect their classroom teaching. The examples also demonstrate the challenges facing teacher educators who hope to engage in similar work and importance of professional development for CTs that includes critical reflection on their own identities and power.
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Ansorger, Jennifer. "An Analysis of Education Reforms and Assessment in the Core Subjects Using an Adapted Maslow’s Hierarchy: Pre and Post COVID-19." Education Sciences 11, no. 8 (July 23, 2021): 376. http://dx.doi.org/10.3390/educsci11080376.
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Through the lens of an adapted Maslow’s hierarchy of needs, I have analyzed (1) the impact of the three main educational reforms of the 20th and 21st centuries on culturally and linguistically diverse (CLD)and low-socioeconomic (SES)students in the core subjects up to the COVID-19 pandemic; (2) the efficacy of current classroom assessment practices, and (3) a brief reimagining of how changing equity standards in teaching and assessment post-COVID-19 could aid in CLD and low-SES students achieving a higher self-esteem level. I contend that student success, or self-esteem, can only be achieved by first satisfying the needs at the lower hierarchy levels. By analyzing CLD and SES students’ school experiences, educators and policy-makers can extrapolate the requirements for inclusive, rigorous, and responsive assessments that recognize students’ needs and utilize their cultural and linguistic diversity. As states begin the shift from remote learning back to face-to-face in the fall, more significant considerations of CLD and low-SES students must be ensured.
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Berniz, Kate, and Andrew Miller. "English language support: A dialogical multi-literacies approach to teaching students from CALD backgrounds." Journal of Pedagogy 8, no. 2 (December 1, 2017): 101–20. http://dx.doi.org/10.1515/jped-2017-0011.
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Abstract Students in Western university contexts require multiple literacies, numeracies, and critical capacities to succeed. Participation requires a blend of English language capacity, cultural knowhow, and cognisance of the often-hidden racialized assumptions and dispositions underpinning literate performance. Students from Culturally and Linguistically Diverse (CALD) backgrounds transitioning to Western university settings from local and international contexts often find themselves floundering in this complex sociocultural web. Many students struggle with the English language preferences of their institutions despite meeting International English Language Testing System (IELTS) requirements. Once enrolled, students from CALD backgrounds need to navigate the linguistic, semiotic, and cultural landscape of the university, both physically and virtually, to enter the discourses and practices of their chosen disciplines. Universities cannot afford to allow students to ‘sink or swim’ or struggle through with non-specialist or ad-hoc support. In response to a clear need for explicit and ongoing English language support for students from CALD backgrounds, the Student Learning Centre (SLC) at Flinders University in South Australia created the English Language Support Program (ELSP). The ELSP sets out to overcome prescriptive and assimilationist approaches to language support by adopting an eclectic blend of learner-centred, critical-creative, and multi-literacies approaches to learning and teaching. Rather than concentrate on skills and/or language appropriateness, the ELSP broadens its reach by unpacking the mechanics and machinations of university study through an intensive—and transgressive—multi-module program. This paper outlines the theoretical and pedagogical challenges of implementing the ELSP.
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Maker, C. June, Judith A. Rogers, Aleene B. Nielson, and Patricia R. Bauerle. "Multiple Intelligences, Problem Solving, and Diversity in the General Classroom." Journal for the Education of the Gifted 19, no. 4 (October 1996): 437–60. http://dx.doi.org/10.1177/016235329601900404.
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Classroom teaching strategies and curriculum based on the theory of multiple intelligences (Gardner, 1983), principles for differentiation to meet the needs of gifted students (Maker et) Nielson, 1996), and integration of culturally and linguistically appropriate content have been advocated for students with diverse learning needs, including gifted students and students learning English as a second language. In this study of two teachers' classrooms, pre- and postassessments were used to compare teacher's level of implementation of the DISCOVER1 approach on: problem-solving behaviors, number of students identified as gifted, problem solving by gender, and problem solving by students' language of preference. Significant relationships were found between level of implementation by teacher and positive changes in problem solving in Pablo® and math activities, mean math performance, and number of students identified as gifted on postassessment. The results indicate the value of the DISCOVER approach in general classrooms with a high proportion of Spanish-speaking or bilingual children.
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Naga Subramani, P. C., and V. Iyappan. "Innovative methods of Teaching and Learning." Journal of Applied and Advanced Research 3, S1 (May 10, 2018): 20. http://dx.doi.org/10.21839/jaar.2018.v3is1.161.
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Advance pedagogy is the way to enhance teaching and learning performance. Different innovative teaching methods are now in use across the globe. Hybrid teaching includes e - learning in addition to the face to face teaching. Use of technology and multimedia is described in details. Use of smart gadgets for different tasks like teaching, designing question papers, assessment of student, feedback and research methodology is discussed. The application of innovative teaching and learning methods is critical if we are to motivate and engender a spirit of learning as well as enthusiasm on the part of students, The role of education is to ensure that while academic staffs do teach, what is taught should also be intelligible to students emanating from culturally and linguistically diverse backgrounds and that they rapidly become familiar with the expected standards. It is more often than not the case that students underachieve because of the fact that they have not grasped an awareness of the level of assessment or what it is that the lecturer expects from them. Lecturers should thus apply themselves to utilizing innovative methods so that the students’ learning process is as free-flowing as possible and that the methodology they adopt is conducive to learning. Innovative teaching and learning methodologies such as short lecture, simulation, role-playing, portfolio development and problem-based learning (PBL) are very useful in addressing the rapid technological advances and developing workplaces that will be required in the foreseeable future.
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Wong, Shelly, Hye Young Shin, and Thuy Thi-Minh Tu. "Creating inclusive learning environments: Strategies from performance based assessments in a graduate linguistics course." Innovations in Teaching & Learning Conference Proceedings 8 (July 15, 2016): 2. http://dx.doi.org/10.13021/g8zs3c.
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This poster discusses an action research project to improve performance based assessments for two assignments in a graduate linguistics for teachers course. EDCI 510 - Linguistics for Teachers is a required course for graduate students in the M. Ed program for Kindergarten to Grade 12 English to Speakers of Other Languages (ESOL ) for teacher licensure approved by the Virginia State Department of Education. In the course, there are two performance based assessment (PBA) assignments: a textbook analysis and a lesson plan. The paper describes the use of critical discourse analysis (CDA) and critical race theory (CRT) to analyze exemplary student assignments and to modify course descriptions of the assignments and the rubrics to support 1) critical examination of text book bias in social studies, math and science textbooks, 2) lesson plans that support teaching linguistically and culturally diverse students especially those who have had interrupted schooling 3) creative use of technology for more inclusive, culturally responsive and socially just classroom practices. Participants will gain insights about framing and designing assignments and rubrics to support student learning, while also creating an inclusive learning environment.
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Gilmetdinova, Alsu M. "Designing multilingual and multicultural curriculum." Vestnik of Samara State Technical University Psychological and Pedagogical Sciences, no. 3 (October 2020): 6–23. http://dx.doi.org/10.17673/vsgtu-pps.2020.3.1.
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What is the relationship between language and culture? What role do language and culture play in designing curriculum that is inclusive of the needs of linguistically and culturally diverse students? What does multicultural and multilingual curriculum development look like? Scholarship on multicultural education acknowledges a strong interactive relationship between language, culture and learning and includes the benefits of bilingual instruction for multilingual students (Gay, 2010); yet, often the assumption is that “coming to voice takes place in English only” (Macedo & Bartolomé, 20zxsss14). Similarly, curriculum development for multicultural education is mainly done in the English language. The purpose of this article is to integrate both culture and language into the review of curriculum development that embraces both linguistic and cultural needs of diverse students. Using Sleeter’s (2005) Un-Standardizing curriculum: Multicultural teaching in the standards-based classroom this targeted review encloses relevant scholarship in the fields of multilingual and multicultural education rooted in 4 central questions of curriculum theory: Question 1: What purposes should the curriculum serve? Question 2: How should knowledge be selected, who decides what knowledge is most worth teaching and learning, and what is the relationship between those in the classroom and the knowledge selection process? Question 3: What is the nature of students and the learning process, and how does it suggest organizing learning experiences and relationships? Question 4: How should curriculum be evaluated? How should learning be evaluated? To whom is curriculum evaluation accountable? (Sleeter, 2005) The results of the review provide educators and curriculum developers with much needed guidelines for developing comprehensive, culture and language sensitive curriculum.
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Douglas, Scott Roy, and Mark Rosvold. "Intercultural Communicative Competence and English for Academic Purposes: A Synthesis Review of the Scholarly Literature." Canadian Journal of Applied Linguistics 21, no. 1 (February 28, 2018): 23–42. http://dx.doi.org/10.7202/1050809ar.
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With increasing numbers of students from culturally and linguistically diverse backgrounds enrolling in English for Academic Purposes (EAP) programs, understanding intercultural communicative competence can contribute to developing effective EAP pathways to higher education. This review of the literature was carried out to synthesize and uncover emerging themes related to intercultural communicative competence and EAP over a 20-year period from 1996 to 2016. A careful search found 15 scholarly works related to this topic. Papers were coded and analyzed for their key findings to reveal eight major themes: miscommunication, ethnocentrism, acculturation, awareness, ethnorelativism, identity, teaching and learning, and academic success. The scant literature related to the topic points to the need for further research. However, the findings do indicate how EAP practitioners can move away from ethnocentric perceptions and programs of study fixed on acculturation toward ethnorelative understandings and EAP classrooms that support intercultural awareness for both teachers and students.
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Johnson, Jerry, Matthew A. Ohlson, and Shane Shope. "Demographic Changes in Rural America and the Implications for Special Education Programming: A Descriptive and Comparative Analysis." Rural Special Education Quarterly 37, no. 3 (May 23, 2018): 140–49. http://dx.doi.org/10.1177/8756870518771381.
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In this descriptive and comparative study, we present results highlighting the complexity and scope of the challenges facing rural districts as they navigate the changing demographics of the students and families they serve. Rapid increases in the number and concentration of racially, culturally, and linguistically diverse students in rural areas may have significant implications for teaching and learning. In the face of these changes, rural districts may lack the financial, human, and logistical resources to meet these increasing demands. Viewed within the context of the salient literatures and attentive to the dynamics of organizational change, the results support recommendations for a variety of school- and district-based strategies and send a clear message to policymakers, educators, and others concerned with the education of rural youth, rural families, and rural communities: the need is real and growing in intensity, and there is a role and responsibility for all stakeholders to play.
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Stojanovska, Lily, Bhensri Naemiratch, and Vasso Apostolopoulos. "Type 2 Diabetes in People from Culturally and Linguistically Diverse Backgrounds: Perspectives for Training and Practice from Nutritional Therapy and Dietician Professions." PRILOZI 38, no. 1 (March 1, 2017): 15–24. http://dx.doi.org/10.1515/prilozi-2017-0002.
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Abstract Objective: To explore the perspectives of nutritional therapy and dietician practitioners, undergraduate students and academics working with people with type 2 diabetes and who are from culturally and linguistically diverse (CALD) backgrounds. Methods: A qualitative study design of in-depth semi-structured one-on-one interviews with a total of 24 participants (8 practitioners, 8 students and 8 academics) in the fields of nutritional therapy and dietetics. Open-ended questions focused on the perspectives and experiences (learning, practice and teaching) of working with people of CALD backgrounds who have type 2 diabetes. All interviews were recorded for thematic and textual analysis. Results: Inter-related themes which were confirmed with investigator triangulation were the understanding of (i) the concepts of culture and diversity, (ii) the concepts and influences of health, diabetes and food across cultures, (iii) influences within and across cultures and (iv) systems and resourcing. Overarching perspectives across these themes suggested frustration in having sufficient capacity to assess comprehensively, to deliver effective, comprehensive and high quality management plans, and to achieve required health behavioural changes with people from different CALD backgrounds. Conclusions: There’s a need for improvements in the undergraduate education and training and in professional development programs; training and resourcing of interpreters in delivery of health-related information and working with health professionals; for focus on culturally appropriate management plans that involve consultation with key decision makers in families and communities; and, reviews of the systems for supporting and resourcing nutritional therapists and dieticians in professional development from undergraduate to practice levels.
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Bhandari, Bhim Lal. "Teaching English in Multilingual and Multicultural Contexts in Nepal." Tribhuvan University Journal 30, no. 2 (December 1, 2016): 17–24. http://dx.doi.org/10.3126/tuj.v30i2.25542.
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English is being taught in diverse contexts around the globe. Teaching of English in multilingual and multicultural contexts in Nepal is one of the major challenges in ELT. The majority of classes in Nepal consist of linguistic and cultural diversity where students need to have different learning materials, methodologies and learning styles which help them minimize the problems of interaction and comprehension. This article presents both challenges and opportunities of teaching English in multicultural and multilingual contexts. The problems created by linguistically heterogeneous learners and attitude of parents towards multilingual education are the major challenges for its effective implementation. Moreover, the problems of teachers and students are being addressed in this article along with some suggestions for teachers to solve them and make ELT more effective, better and easier.
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Conklin, Hilary Gehlbach. "Modeling Compassion in Critical, Justice-Oriented Teacher Education." Harvard Educational Review 78, no. 4 (December 1, 2008): 652–74. http://dx.doi.org/10.17763/haer.78.4.j80j17683q870564.
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As the work of teacher education becomes increasingly focused on the challenges of helping mostly white, monolingual, middle-class prospective teachers become compassionate,successful teachers of racially, culturally, linguistically, economically, and academically diverse students, some teacher educators struggle to find compassion for the prospective teachers they teach. Motivated by this concern and drawing on feminist and Buddhist theories, Hilary Conklin argues that many teacher educators would benefit from a renewed consideration of modeling the pedagogy they hope prospective teachers will employ. In this article, she analyzes and brings together the work on critical, justice-oriented approaches to teacher education, relationships in teaching, modeling as pedagogy, and the Buddhist notion of compassion to articulate a pedagogy of modeling in critical, justice-oriented teacher education. Conklin proposes that such a pedagogy has the potential to move us closer to transformative teacher education.
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Roessingh, Hetty. "Culturally Responsive Pedagogy and Academic Vocabulary Teaching and Learning: An Integrated Approach in the Elementary Classroom." TESL Canada Journal 37, no. 1 (October 22, 2020): 51–62. http://dx.doi.org/10.18806/tesl.v37i1.1334.
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Culturally responsive pedagogy (CRP) which provides a general framework for working with culturally and linguistically diverse learners has become the reality in the contemporary elementary classroom in Canada and around the world. This theory-to-practice article presents five research-based teaching practices which make a tangible impact on students’ academic vocabulary learning, their academic literacy, and longitudinal educational success. The author illustrates how this vocabulary can be identified, clustered, and contextualized within the frame of a thematic unit. The reader is invited to a classroom in Quebec via a video clip of a dual-language book project that illustrates how principles and practices of CRP can be applied in an FSL setting.
La pédagogie sensible à la culture, fournissant un cadre de travail général quand on travaille avec des apprenants de cultures et de langues diverses, est devenue une réalité dans la salle de classe élémentaire contemporaine au Canada et dans le monde entier. Le présent article, de mise en pratique de la théorie, présente cinq pratiques d’enseignement fondées sur la recherche qui ont un impact tangible sur l’apprentissage du vocabulaire scolaire des élèves, sur leur littératie scolaire et sur leur réussite scolaire à long terme. L’auteur illustre comment on peut identifier ce vocabulaire, le regrouper et le contextualiser dans le cadre d’une unité thématique. Le lecteur est invité dans une salle de classe au Québec grâce à un clip vidéo qui montre un projet de lecture bilingue illustrant comment les principes et les pratiques de la pédagogie qui prend en compte les réalités culturelles peuvent être appliqués dans un contexte de français langue seconde.
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Kealy-Bateman, Warren, Georgina M. Gorman, and Adam P. Carroll. "Patient/Consumer Codesign and Coproduction of Medical Curricula: A Possible Path Toward Improved Cultural Competence and Reduced Health Disparity." SAGE Open 11, no. 2 (April 2021): 215824402110168. http://dx.doi.org/10.1177/21582440211016836.
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There is often a sociocultural distance between medical practitioners and patients. We bridge that gap in the therapeutic alliance via improved cultural competence and an understanding of the person in their context. The traditional approach in medical education has been of learning via expert-designed curricula, which may tend to mirror the knowledge and needs of the experts. This places individuals at risk who come from culturally and linguistically diverse groups (CALD) with known health disparities: minority groups (e.g., African American); First Nations’ people; immigrants and refugees; people who speak nondominant languages; and lesbian, gay, bisexual, transgender people. The authors briefly review the complex area of cultural competency and teaching delivery. The authors survey the Australian population to provide a tangible example of complex cultural diversity amid curriculum challenges. An evidence-based approach that recognizes specific health inequity; the inclusion of CALD stakeholders, students, care professionals, and education professionals; and codesign and coproduction of curriculum components is recommended. This method of people’s own stories and collaboration may be applied in any international context, correctly calibrating the learning experience. The aim is for medical students to improve their knowledge of self, others, others within groups, and recognition of unconscious biases to achieve better health outcomes within their specific communities.
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Dagenais, Diane. "Multilingualism in Canada: Policy and Education in Applied Linguistics Research." Annual Review of Applied Linguistics 33 (March 2013): 286–301. http://dx.doi.org/10.1017/s0267190513000056.
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Increasing multilingualism in Canada has captured the interest of applied linguists who investigate what it implies for policy and educational practice. This article provides a review of recent discussions of Canadian policy in the literature, current research on multilingual learners, and emerging innovations in multilingual pedagogies. The literature on policy indicates that some researchers treat policy as text and identify disjunctions between policy documents and the reality of a linguistically and culturally diverse population, while others view it as discursive practice and document how policy is constructed locally through language in response to a changing environment. The research on multilingual learners is based primarily on field-based reports that reveal how multilingual language practices are complex, dynamic, and ideological, and are tied to identity construction. The growing number of innovations in multilingual pedagogies suggests that more educators are beginning to see identity work and multimodal literacies as central to teaching students of diverse origins. This article concludes that there is a gap between official language policy and research on multilingualism in Canada.