Culturally and linguistically responsive pedagogy: case studies of rural elementary teachers

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Traci J. Bellas (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
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Abstract: Over the last decade, the face of the American classroom has changed dramatically. As the number of culturally and linguistically diverse (CLD) students continues to grow, teachers are challenged to work with a larger number of children of varying backgrounds in their classrooms, pertaining not only to language and cultures, but also with regard to their proficiencies and experiences, ideas and interests. The purpose of this qualitative study was to examine inservice elementary school teachers’ culturally and linguistically responsive (CLRP) teaching practices (Gay, 2010; Lucas & Villegas, 2002) in rural elementary schools experiencing an increase in diverse populations. The study was designed to understand how these teachers’ beliefs regarding working with CLD students and other competing factors might impact the implementation of this pedagogy. Guiding the study was a conceptual framework that identified the observable interactions between teachers, students, and content. Three teachers who had been nominated by district and school level administrators as enacting this pedagogy participated in the study. Teacher interviews, classroom observations, and classroom artifacts were collected and analyzed to examine the supports and barriers these teachers encountered as they attempted to enact culturally and linguistically responsive teaching practices. Three descriptive cases were provided. Findings revealed that these teachers engage in a culturally and linguistically responsive pedagogy in similar ways. Barriers included institutional requirements, peer pressure, limited teacher preparation and training, and testing mandates. Based on the findings, suggestions for teacher educators, school communities, and ways to support the enactment of culturally and linguistically responsive teaching practices were discussed.

Additional Information

Language: English
Date: 2015
Culturally responsive teaching, Linguistically responsive teaching, Teacher education
Teachers $x Training of $z North Carolina
Education, Rural $z North Carolina
Multicultural education $z North Carolina
Linguistic minorities $x Education $z North Carolina

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