Bilingual, Multilingual, and Multicultural Education Commons^™

Culturally Integrating Nuestra Juventud: Understanding Spanish-Speaking Multilingual Learners Through Culturally Relevant Pedagogy, Mallie C. Culpepper-Yablonsky

Education Doctorate Dissertations

Over the last decade, public schools in the United States have seen an increase in the number of Multilingual Learner (ML) students, a majority of whom speak Spanish as their first language. The academic gap between ML and their English-speaking peers persists due to various factors, including limited professional development opportunities for teachers to enhance their skills in educating ML. This action research study utilized a mixed-methods design to investigate teachers' understanding and perception of Culturally Relevant Pedagogy based on two of Pennslyvania's Culturally-Relevant and Sustaining Education competencies and the potential impact when teaching Multilingual Learner students. Utilizing a ten-question …

Elementary Content Teacher Perceptions Regarding Their Ell Instructional Practices, Collier Wesley Owens

Walden Dissertations and Doctoral Studies

Instructional practices of elementary content teachers of English language learners (ELLs) and their alignment with improved ELL academic performance need to be explored. The purpose of this case study was to explore the instructional practices of elementary teachers of ELLs and how those practices are perceived by the teachers to be aligned with improved ELL academic performance. The study is grounded in Ladson-Billings’ theory of culturally relevant pedagogy which holds that student academic achievement and cultural identity should be affirmed. The research questions focused on exploring instructional practices used by teachers to support ELL learning and the teachers’ perceptions regarding …

English As A Second Language Teachers' Perspectives Of Culturally Relevant Pedagogy For Saudi University Students, Maysa Safi

Walden Dissertations and Doctoral Studies

AbstractFor many years, the integration of English language into Saudi Arabia's culture, education, and curriculum were not of importance. A gap in literature exists regarding this phenomenon of localizing regional teaching practices, or pedagogy, to better meet Saudi students' learning needs while adhering to the social, political, and cultural constraints of Saudi society. The purpose of this qualitative case study was to explore the perspectives of university-level English as a second language (ESL) teachers who have taught in Saudi Arabia concerning the use of culturally relevant pedagogy to provide students with effective and engaging instruction. The conceptual framework was based …

Culturally Relevant Pedagogy, Identity, Presence, And Intentionality: A Brief Review Of Literature, Anthony Walker

Journal of Research Initiatives

For too long, education has emphasized a systematized approach designed to maximize efficiency and a standardization of curriculum and pedagogical design. Too often, educational practice framed in Anglo-European norms remain unchallenged and place students whose cultural identity does not align with the dominant norms at disadvantage. In turn, curricula and pedagogies fail to acknowledge the role that culture and identity play in both teaching and learning. Critically oriented and culturally relevant pedagogies have the potential to foster critical thinking, identity development, and equity. This article examines how the tenets of Culturally Relevant Pedagogy and identity development into educational practice can …

Resaka Kolontsaina Le Raha (It Is About Cultures): Cultures And Foreign Language Teaching In Madagascar, Iarintsambatra Rijasoa Andriamanana Josoa

Language, Literacy, and Sociocultural Studies ETDs

For years, teaching and learning a foreign language (FL) has been equated to exclusively discover and master that target language and its related cultures. There has not been any exploration of other features such as the native language and local cultures in a foreign language classroom. Using a participatory action research, the aim of this study was to tell the story of six Malagasy high school teachers collaborating in a Teacher Learning Community (TLC) to construct and put into practice pedagogical approaches that celebrate and sustain Malagasy students’ identities, cultures, and experiences through classroom activities, and capitalize them for basis …

Intersections At A Multiethnic High School: C3wp Meets Culturally Relevant And Sustaining Pedagogy, Amy Carpenter Ford, Maria G. Kioussis

Language Arts Journal of Michigan

In this article we describe how an English teacher at a multiethnic, suburban high school adapted the National Writing Project’s innovative argument writing program, the College, Career, and Community Writing Program, to be culturally relevant and sustaining for students in her 10^th grade English Language Arts classroom. Building on the C3WP’s roots in critical pedagogy and emphasis on engaging multiple perspectives, we explore the program’s potential in multiethnic classrooms as part of a culturally relevant and sustaining pedagogy. Specifically, we recount how the teacher employed tools from three mini-units (“Coming to Terms with Evidence,” ”Coming to Terms with Opposing …

Bring In The Culture To The Science Classroom ; Bring In The Science Classroom To The Culture, Ying-Chen Lin

Senior Theses

Middle school science has a stigma of being a boring subject area from the student’s perspectives due to the spoon-fed characteristics and the lack of real-world connections in the curriculum design. The low-level student engagement and motivation in the science classroom often contribute to students’ low academic achievement, especially those who have been underserved in the educational system. In addition, with a view to addressing the increasing diversity in the classroom, teachers are encouraged to practice culturally relevant pedagogy (CRP) in the lessons so they can reach every student and make the class learning experience more meaningful and relevant to …

Culturally Relevant Pedagogy: Teacher Experiences And Impact On Student Learning, Jessica Denton

Dissertations

Growing public concern about the educational experiences of English language learners (ELL) has placed pressure on teachers and schools to provide equitable learning opportunities for this group of students. Currently, federal and state mandates promise to hold all students to the same high expectations, but ELLs consistently underperform academically. Such research suggests that culturally relevant pedagogy (CRP), specifically the inclusion of culture in the classroom, as well as the integration of students’ lived experiences can influence students’ learning opportunities.

This study was guided by existing theories of culturally relevant pedagogy, “funds of knowledge,” social maturity and cognitive development theories as …

“This Is Our Life. We Can’T Drive Home.” An Analysis Of Culturally Relevant Pedagogy As Perceived By Elementary Teachers, Students And Families In An Urban Charter School, Elaine Azalia Mcneil-Girmai

LMU/LLS Theses and Dissertations

As schools have become more diverse ethnically and linguistically, the likelihood of cultural mismatches among students, families, and teachers has increased (Frank, 1999). Culturally relevant pedagogy has at its core the understanding that incorporating students‘ culture into the practices of the school and the classroom through culturally relevant curriculum is likely to improve student cooperation, inspire a greater understanding of the educational program, and increase academic outcomes (Brown, 2004). These pedagogies have the potential to be a vital tool toward closing the achievement gap, yet the practices associated with them are in danger of meeting the same fate as multicultural …

Young, Gifted, Black, And Blocked: A Critical Inquiry Of Barriers That Hinder Black Students' Participation In Gifted And Advanced Placement Programs, Elizabeth Anne Evans

Electronic Theses and Dissertations

This inquiry explores the underrepresentation of Black students in the Gifted and Advanced Placement (AP) Program from the perspective of the student. This study focused primarily on the barriers students perceived that hindered their participation. In addition, I explored the role teachers and guidance counselors play in Black students’ decisions to enroll or drop out of AP classes, and how the history and institution of gifted educations has aid and excluded Black students. Five Black high school students, four male, and one female, were interviewed.

Theoretically, my study was grounded in two distinct inquiries; Critical Theory (Kincheloe & McLaren, 2008) …

Moving Beyond Seeing With Our Eyes Wide Shut. A Response To “There Is No Culturally Responsive Teaching Spoken Here”, Kenneth J. Fasching-Varner, Vanessa Dodo Seriki

Democracy and Education

A struggle exists to engage in culturally relevant pedagogy (CRP) that authentically represents the voices and interests of all across the K–20 spectrum, from higher education institutions, to teacher preparation programs, and into U.S. classrooms. This article responds to Hayes and Juárez's piece “There Is No Culturally Responsive Teaching Spoken Here” by extending the conversation with the suggestion that one of the major problems in speaking CRP has to do with a disconnect between articulated commitments and actual practices. This response article takes a critical look at the landscape in which educators work to reveal the nature of overrepresentation of …