Dual language teachers’ stated barriers to implementation of culturally relevant pedagogy

Freire, Juan A.; Valdez, Verónica E.

doi:10.1080/15235882.2016.1272504

Cited by 34 publications

(25 citation statements)

References 31 publications

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“…This can be because teachers do not share their students' racial, ethnic, or cultural backgrounds and/or do not have prior experiences with systemic or institutional inequities, although teachers who do may also struggle (Ladson-Billings, 2006;Milner, 2011;Rivera Maulucci, 2013). Research has also shown that some teachers feel elementary or middle school students are too young to engage in conversations about -isms (e.g., classism, racism, sexism) or structural inequities (Freire & Valdez, 2017;Young, 2010). Others have found that some teachers believe these discussion topics to be beyond the purview of STEM classrooms, especially elementary or middle school science classrooms (Bang et al, 2017;Castaneda & Mejia, 2018;Godfrey & Parker, 2010;Nasir, 2016).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Illuminating political clarity in culturally relevant science instruction

Madkins

Royston

2019

Science Education

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Failure to improve achievement in K‐12 science for racially minoritized students and students living in poverty continues to challenge the inclusionary rhetoric of science for all. Science education researchers, teacher educators, and educators must consider the racialized and classed inequalities that continue to limit students’ opportunities to learn. To achieve this, we must be able to conceptualize sociopolitical pedagogical approaches and learn from empirical examples of science teachers who consciously attend to their students’ realities in empowering rather than deficit‐oriented ways. We argue for the importance of utilizing culturally relevant pedagogy (CRP) and attending to and theorizing an educator's sociopolitical consciousness and enactments of political clarity in science instruction. Our analysis highlights how an African American male science teacher responds to his middle school students’ realities and identities as African American youth and children growing up contexts with limited economic resources. Through classroom observations and interviews with the teacher, we nuance our understanding of sociopolitical consciousness, the third tenet of CRP, as reliant upon a teacher's political clarity and examine how, through instruction, science teachers can position students and their realities as consonant with knowing and doing science and being scientists.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Illuminating political clarity in culturally relevant science instruction

Madkins

Royston

2019

Science Education

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“…DL teachers were the most efficacious in building relationships with their students, but they were the least efficacious in highlighting the cultural contributions of various communities to mathematics and science. Given that teachers have expressed the need for support in these areas in other studies [48,51], together these findings point to an opportunity for schools to increase their effectiveness in this aspect of CRT and underscores the need for more resources that address these particular areas. DL teachers were able to identify effective practices in three out of eight CRT features, as defined by Gay [8]: validating, multidimensional, and empowering.…”

Section: Discussionmentioning

confidence: 83%

“…CRT is an area in which most teachers receive limited preparation [44][45][46]. However, some teachers of color and teachers who share their students' language backgrounds (who may also be more likely to be employed as DL teachers) may feel particularly efficacious in CRT [47][48][49]50], with the exception of teaching mathematics and science through a cultural lens [48,51]. This study explores these assumptions and related evidence by examining DL teachers' CRT self-efficacy and the CRT-specific practices that are part of their repertoires.…”

Section: Language Instruction Modelsmentioning

confidence: 99%

Culturally Responsive Teaching through the Lens of Dual Language Education: Intersections and Opportunities

Garza¹,

Lavigne²,

Si³

2020

ujer

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Students benefit from culturally responsive teaching (CRT). CRT is central to dual language (DL) education-an additive approach that is effective for educating emergent bilinguals and closing the achievement gap. Students' achievements in DL education models are higher than in any other type of language learning pedagogy-ESL, Bilingual and Monolingual. The purpose of this research was to identify the CRT practices that are employed in DL classrooms; so that teachers in other educational settings (i.e. mainstream, ESL, bilingual) might implement similar practices and improve their effectiveness with diverse students. Using survey responses from Dual Language teachers (N = 151), this study examined the intersection of CRT practices and DL teachers self-reported practice. This empirical study reveals that three out of the eight features of Gay's CRT framework were present in DL teachers' practices: validating, multidimensional, and empowering. DL teachers validate students' experience through speaking affirmations, offering texts that represent and reflect students' culture, differentiating instruction, and providing cooperative learning experiences for students. The CRT practices that are multidimensional involve establishing a welcoming and safe climate and including performance assessment to authentically evaluate students' learning. Finally, DL teachers empower their students by offering instruction that facilitates independence in learning. These study findings provide a unique window into DL teacher practice, which can be leveraged by administrators and mainstream teachers to improve the achievement of diverse learners in every classroom.

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“…Problems in speaking and understanding the foreign language make it difficult to re-establish in the new environment (see, Biserova & Shagivaleeva 2019;Fayzullina, 2019). Thus, scientists consider this as a big problem (Freire & Valdez, 2017;Mamedov, 2009).…”

Section: Stage 1: Individually-oriented Changes Policy In Teachingmentioning

confidence: 99%

Multicultural Teaching in Regions (Within Sustainability Conception in Education)

Zhukova

Bogoslovskiy

Dobudko

et al. 2019

SACI

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Dual language teachers’ stated barriers to implementation of culturally relevant pedagogy

Cited by 34 publications

References 31 publications

Illuminating political clarity in culturally relevant science instruction

Illuminating political clarity in culturally relevant science instruction

Culturally Responsive Teaching through the Lens of Dual Language Education: Intersections and Opportunities

Multicultural Teaching in Regions (Within Sustainability Conception in Education)

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