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ERIC Number: EJ1450500
Record Type: Journal
Publication Date: 2024-Dec
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1056-7941
EISSN: EISSN-1949-3533
Culturally and Linguistically Responsive Pedagogy: Examining Teachers' Conceptualizations of Affirmative Instructional Practices for Multilingual Learners
Sabrina Wesley-Nero; Kevin Donley
TESOL Journal, v15 n4 e881 2024
A culturally and linguistically responsive teaching force is a critical element in the pursuit of educational justice (Levinson, 2022). Culturally and linguistically responsive pedagogy (CLRP) can disrupt patterns of marginalization and strengthen students' ability to thrive in schools (Akiba et al., 2010). In this study, the researchers examine how preservice and in-service teachers understand and enact CLRP when teaching multilingual learners (MLs). Drawing on post-observation reflection data with six preservice teacher residents and post-observation interviews with 11 in-service teachers across multiple classroom contexts and grade levels, the authors demonstrate how teachers enact responsive pedagogies by (1) implementing culturally relevant curricula, (2) embracing students' full communicative repertoires, (3) dismantling deficit-based perspectives of MLs, and (4) practicing critical consciousness in teaching and learning.
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: Office of English Language Acquisition (OELA) (ED)
Authoring Institution: N/A
Grant or Contract Numbers: N/A