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Normal.dotm 0 0 1 111 635 COE-ESL 5 1 779 12.0 0 false 18 pt 18 pt 0 0 false false false /* Style Definitions */ table.MsoNormalTable  {mso-style-name:"Table Normal";  mso-tstyle-rowband-size:0;  mso-tstyle-colband-size:0;  mso-style-noshow:yes;  mso-style-parent:"";  mso-padding-alt:0in 5.4pt 0in 5.4pt;  mso-para-margin:0in;  mso-para-margin-bottom:.0001pt;  mso-pagination:widow-orphan;  font-size:12.0pt;  font-family:"Times New Roman";  mso-ascii-font-family:Cambria;  mso-ascii-theme-font:minor-latin;  mso-fareast-font-family:"Times New Roman";  mso-fareast-theme-font:minor-fareast;  mso-hansi-font-family:Cambria;  mso-hansi-theme-font:minor-latin;  mso-bidi-font-family:"Times New Roman";  mso-bidi-theme-font:minor-bidi;}  Preparing U.S. teachers for effectiveness with culturally and linguistically diverse (CLD) secondary students remains a challenge, given the relative homogeneity of educators and their enculturation to an educational system based on European American norms and values. Although culturally responsive pedagogy has emerged as a promising avenue for promoting student achievement, instructional tools are needed to support application of theory in multicultural classrooms. In this paper the authors provide a framework for linguistic and academic development, contextualized within a larger model of biography-driven instruction. Instructional strategies implemented throughout the lesson are described, and their usefulness for improving teacher performance is explored.

Bringing Theory to Life: Strategies that Make Culturally Responsive Pedagogy a Reality in Diverse Secondary Classrooms