Event Title
Preparing Teachers for Culturally Responsive Practices with Culturally and Linguistically Diverse Student Populations
Description
As student populations across the United States become more culturally and linguistically diverse, teachers must be prepared to deliver content that is responsive to students’ academic needs and cultural backgrounds. Culturally and linguistically diverse students often experience a lack of academic achievement and may feel disconnected from their learning. Unfortunately, the research indicates that teachers are inadequately supported to face the challenges related to teaching heterogeneous student bodies. This project examines what the research literature has identified regarding how culturally responsive teaching (CRT) practices can foster academic development, cultural responsiveness and the use of academic language, the current lack of teacher preparedness to deliver CRT strategies and approaches to addressing the problem. Using the theories of multicultural education and second language acquisition of Krashen, the project focuses on helping teachers become more knowledgeable on student diversity and providing an education to students that is responsive to their culture, language and experiences so that all learners have the opportunity to connect with the content and learn in a way that is relevant to their specific needs and background. Strategies and resources for continued support were compiled into a virtual handbook for teachers that will be maintained and further developed by a professional learning community and staff. It is hoped that this project will promote teacher confidence and effectiveness with culturally responsive practices so that more students can experience academic success.
Preparing Teachers for Culturally Responsive Practices with Culturally and Linguistically Diverse Student Populations
As student populations across the United States become more culturally and linguistically diverse, teachers must be prepared to deliver content that is responsive to students’ academic needs and cultural backgrounds. Culturally and linguistically diverse students often experience a lack of academic achievement and may feel disconnected from their learning. Unfortunately, the research indicates that teachers are inadequately supported to face the challenges related to teaching heterogeneous student bodies. This project examines what the research literature has identified regarding how culturally responsive teaching (CRT) practices can foster academic development, cultural responsiveness and the use of academic language, the current lack of teacher preparedness to deliver CRT strategies and approaches to addressing the problem. Using the theories of multicultural education and second language acquisition of Krashen, the project focuses on helping teachers become more knowledgeable on student diversity and providing an education to students that is responsive to their culture, language and experiences so that all learners have the opportunity to connect with the content and learn in a way that is relevant to their specific needs and background. Strategies and resources for continued support were compiled into a virtual handbook for teachers that will be maintained and further developed by a professional learning community and staff. It is hoped that this project will promote teacher confidence and effectiveness with culturally responsive practices so that more students can experience academic success.