Culturally Responsive Practices in a Diverse Elementary Classroom: A Case Study

Shernavaz Vakil,Lynn Atkinson Smolen,Melina Alexander,Jennifer Campbell

doi:10.26522/jiste.v25i2.3670

Abstract

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.

Highlights

As the US population grows more diverse, public schools face the challenge of meeting the needs of an increasing number of culturally and linguistically diverse (CLD) students
This is especially evident in urban inclusive classrooms where the number of students from diverse backgrounds is increasing, but their educational performance remains below their potential (Ford et al, 2014; Hoover, 2012)
Case Study: Culturally Responsive Pedagogy in Context Having taught 4th grade for four years in her district, Ms Smith became aware that the school population was becoming more diverse with immigrant children and English learners (Els)

Summary

Introduction

As the US population grows more diverse, public schools face the challenge of meeting the needs of an increasing number of culturally and linguistically diverse (CLD) students. The program was designed to focus on preparing content area teachers and special education teachers who teach Els to develop effective instruction using culturally responsive practices to meet their needs.

Results

Conclusion