Abstract
This study examines the experience of four student teachers in an intentional community of practice focused on culturally relevant pedagogy for ELs who learn of the implementation of a newly-adopted scripted literacy curriculum in their ethnically diverse elementary school. As students are more motivated to learn when curricula are relevant to their lived experiences (Howard, 2003), it is incumbent upon teachers and district leaders to consider ways in which to tailor pedagogy to their unique student populations. In the current sociopolitical educational climate of accountability and standardization, this goal is increasingly more difficult for educators to achieve. With ten percent of the United States’ student population made up of English learners (ELs), amounting to 4.6 million students (U.S. Department of Education, National Center for Education Statistics, 2017), it is imperative that school systems shift to support culturally relevant practices.
Highlights
In the United States, 10 percent of the student population is made up of English learners (ELs)
As students are more motivated to learn when curricula are relevant to their lived experiences (Howard, 2003), it is incumbent upon teachers and district leaders to consider ways in which to tailor pedagogy to their unique student populations
The present study examines the experience of four student teachers in an intentional community of practice focused on culturally relevant pedagogy for English Learners who learn of the implementation of a newly adopted scripted literacy curriculum in their ethnically diverse elementary school
Summary
In the United States, 10 percent of the student population is made up of English learners (ELs). The present study examines the experience of four student teachers in an intentional community of practice focused on culturally relevant pedagogy for English Learners who learn of the implementation of a newly adopted scripted literacy curriculum in their ethnically diverse elementary school. This mismatch of the value of culturally relevant learning spaces and the realities of the current educational climate of standardization illuminates the heated political position in which teachers find themselves. In order for teachers to bridge teaching theories and strategies presented in teacher education coursework in the K-12 sociopolitical sphere, they must be able to situate said theories and strategies in real classrooms, with real students, under current constraints that affect teachers and their students
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