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Kimanen, Anuleena; Alisaari, Jenni; Kallioniemi, Arto – Journal of Teacher Education and Educators, 2019
Culturally and linguistically responsive education takes the learners' diverse identities and languages into account in many ways. This article explores the orientations that emerge when pre-service and in-service teachers evaluate their preparedness to conduct certain culturally and linguistically responsive practices. Exploratory factor analysis…
Descriptors: Preservice Teachers, Student Attitudes, Teacher Attitudes, World Views
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Linan-Thompson, Sylvia; Lara-Martinez, Julie A.; Cavazos, Linda O. – Intervention in School and Clinic, 2018
Culturally and linguistically diverse learners with and without learning disabilities enrolled in public schools are tasked with learning content, a new culture, and a new language. Meeting their language and literacy needs requires systematic use of evidence-based practices and deep knowledge of culturally and linguistically responsive practices…
Descriptors: Culturally Relevant Education, Trust (Psychology), English (Second Language), Evidence Based Practice
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Ridley, Jackie; Kim, Somin; Yoon, Esther – Kappa Delta Pi Record, 2019
The authors explore ways teachers and school administrators can draw on the prior experiences and diverse language and literacy practices of refugee ELLs to develop culturally and linguistically responsive curriculums that support language learning and overall school success of these students.
Descriptors: Refugees, English Language Learners, Culturally Relevant Education, Curriculum Development
Russell, Felice Atesoglu; Von Esch, Kerry Soo – Phi Delta Kappan, 2018
As today's K-12 schools become increasingly diverse, many teachers are struggling to meet the needs of English language learners and teach them in a culturally and linguistically responsive manner. The authors provide a pair of examples to illustrate specific ways teacher leaders can be effective advocates for better instruction and services for…
Descriptors: Teacher Leadership, English Language Learners, Culturally Relevant Education, Advocacy
Scanlan, Martin, Ed.; Hunter, Cristina, Ed.; Howard, Elizabeth R., Ed. – Harvard Education Press, 2019
"Culturally and Linguistically Responsive Education" provides a much-needed blueprint for how school leaders can leverage the power of collaborative learning to create more culturally and linguistically responsive schools. The book describes an innovative network of twenty preK-8 schools located across the United States striving to…
Descriptors: Culturally Relevant Education, Second Language Learning, Networks, Preschool Education
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Pale, Maryanne – Asia-Pacific Journal of Teacher Education, 2019
This article offers a new model, the Ako Conceptual Framework (ACF), as a theoretical proposition to add to the critical discourse and development of culturally and linguistically responsive pedagogies within the Asia-Pacific region and beyond. By drawing on the socio-cultural theory and the concept of Zone of Proximal Development, the ACF…
Descriptors: Culturally Relevant Education, Indigenous Populations, Indigenous Knowledge, Epistemology
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Tran, Le M.; Patton, James R.; Brohammer, Margene – Teacher Education and Special Education, 2018
An Individualized Education Program (IEP) is the cornerstone for documenting the appropriate education being provided to students who qualify for special education and related services under the Individuals With Disabilities Education Act. A growing group of students with a disability are students who are culturally and linguistically diverse and…
Descriptors: Individualized Education Programs, Disabilities, Student Diversity, Teacher Competencies
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Paugh, Patricia; Wendell, Kristen; Wright, Christopher – Literacy Research: Theory, Method, and Practice, 2018
This case study of new English-language learners in an urban elementary U.S. classroom addresses the synergy between disciplinary language and science, technology, engineering, math (STEM) learning. Social semiotic theory frames the discourse demands related to engineering design and the active use of discursive resources in students' responses to…
Descriptors: Engineering, Urban Schools, STEM Education, Discourse Analysis
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Zhang-Wu, Qianqian – Journal of Education, 2017
As a result of increases in immigration, more students from culturally and linguistically diverse backgrounds are entering K-12 classrooms in the United States. Thus, the need to study the education of diverse learners is intensified. Drawing upon semi-structured interviews, observations, and informal conversations, this case study examined how a…
Descriptors: Elementary School Teachers, Grade 4, Urban Teaching, Public School Teachers
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Tigert, Johanna M. – Language, Culture and Curriculum, 2020
To educate their diverse learners in a culturally and linguistically responsive way, teachers must recognise that students come to school with rich literacies learned in their homes and communities. To shed light on one particular linguistic group's engagement with literacies in the context of community, the current study examines a Finnish…
Descriptors: Student Diversity, Culturally Relevant Education, Language of Instruction, Finno Ugric Languages
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Ding, Yi; Cho, Su-Je; Wang, Jiayi; Yu, Qiong – School Psychology International, 2019
The aim of this paper is to discuss the need for high-quality professional training of bilingual school psychologists and to describe the structure of a bilingual training program housed at Fordham University in the US. This paper discusses the shortage of school psychologists at national and local levels in the United States and then addresses…
Descriptors: Bilingualism, School Psychologists, Counselor Training, Program Descriptions
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Lodge, Wilton – Cultural Studies of Science Education, 2017
The focus of this response to Charity Hudley and Christine Mallinson's article, '"Its worth our time': A model of culturally and linguistically responsive professional development for K-12 STEM educators", is to underpin a pedagogy that encourages and provides opportunities for the use of non-standard language in the description and…
Descriptors: Creoles, Science Instruction, Culturally Relevant Education, Faculty Development
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Gonzales, Sandra M.; Brammer, Ethriam Cash; Sawilowsky, Shlomo – Journal of Hispanic Higher Education, 2015
This action research study, supported by a quantitative data analysis, presents a counternarrative to the deficit discourse regarding Latino/a First Time in Any College (FTIAC) departure during the first year of college. It argues that an intentional learning community model, that is culturally and linguistically responsive to Latino/a student…
Descriptors: Undergraduate Students, Action Research, Statistical Analysis, Data Analysis
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Hollie, Sharroky – Teacher Education Quarterly, 2019
What is in a name? This question is a quandary for culturally relevant teaching (CRT). As a way of grappling with the dilemma, this article raises three essential questions to address if CRT is being applied in name only, or has it evolved in ways that are beyond just terminology with distinguishable types of CRT? First, a historical accounting or…
Descriptors: Culturally Relevant Education, Teacher Education Programs, Cultural Relevance, Educational History
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Hoover, John J.; Erickson, Jennifer R.; Patton, James R.; Sacco, Donna M.; Tran, Le M. – Learning Disabilities Research & Practice, 2019
Effective education of English learners (ELs) with learning disabilities requires special educators to deliver culturally/linguistically responsive instruction within the context of special services, embracing the interaction between exceptionality and diversity. A critical concept is the notion that cultural and linguistic features are mandated…
Descriptors: English Language Learners, Individualized Education Programs, Learning Disabilities, Special Education
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