Teaching practices which value students’ linguistic and cultural identities and are anchored in students’ individual experiences. Using instruction which values and incorporates diverse cultural and linguistic practices and perspectives, aligned with curricula which are connected to, and which integrate, students’ lives, languages, and funds of knowledge.
Published in Chapter:
Preparing and Enriching Linguistically and Culturally Responsive Educators Through Professional Development
Alina Slapac (University of Missouri, St.Louis, USA), Sujin Kim (George Mason University, USA), and
Sarah A. Coppersmith (University of Missouri, St. Louis, USA)
Copyright: © 2020
|Pages: 23
DOI: 10.4018/978-1-7998-1962-2.ch012
Abstract
This chapter examined a cohort of 12 in-service teachers' and three administrators' views in regards to areas of successes, challenges, and priorities in working with immigrant and refugee students and their families as a result of three professional development (PD) sessions that were offered as part of a federal grant-based research project. Qualitative data included field notes through participant observation of group discussions, informal conversations with the participants, PD activity materials, online reflective surveys after each PD session, a background and demographic checklist, and a final questionnaire of overall learning. The results showed the participants' growing sensitivity towards their students' and families' contexts, including academic and social supports, with a desire to promote and implement more linguistically and culturally responsive strategies within their practices and school districts.