| Autor: |
Herrera, Socorro G., Holmes, Melissa A., Kavimandan, Shabina K. |
| Předmět: |
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| Zdroj: |
International Journal of Multicultural Education; 2012, Vol. 14 Issue 3, p1-19, 19p, 2 Color Photographs, 1 Chart, 2 Graphs |
| Abstrakt: |
Preparing U.S. teachers for effectiveness with culturally and linguistically diverse (CLD) secondary students remains a challenge, given the relative homogeneity of educators and their enculturation to an educational system based on European American norms and values. Although culturally responsive pedagogy has emerged as a promising avenue for promoting student achievement, instructional tools are needed to support application of theory in multicultural classrooms. In this paper, we provide a framework for linguistic and academic development, contextualized within a larger model of biography-driven instruction. Instructional strategies implemented throughout the lesson are described, and their usefulness for improving teacher performance is explored. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Supplemental Index |
| Externí odkaz: |
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