Open AccessCulturally Responsive Practices in a Diverse Elementary Classroom: A Case Study
Author(s) -
Shernavaz Vakil,
Lynn Atkinson Smolen,
Jennifer Campbell,
Melina Alexander
Publication year - 2021
Publication title -
journal of the international society for teacher education
Language(s) - English
Resource type - Journals
eISSN - 2521-6015
pISSN - 1029-5968
DOI - 10.26522/jiste.v25i2.3670
Subject(s) - pedagogy , face (sociological concept) , psychology , culturally appropriate , cultural diversity , professional development , mathematics education , sociology , medicine , social science , anthropology , family medicine
The population in the US continues to grow more diverse leaving schools to face the challenge of meeting the needs of students from varied linguistic backgrounds. In order to create successful learning experiences for English learners from culturally and linguistically diverse backgrounds, teachers need to be educated in culturally responsive pedagogy including understanding their students’ backgrounds, creating positive learning environment, using culturally relevant strategies, and fostering positive home school relations. This article presents a single participant case study as described by Merriam (2009), where one teacher provides her experience implementing culturally responsive practices in her classroom after participating in a TESOL (teaching English to speakers of other languages) professional development program.