Reaching Students with Limited or Interrupted Formal Education Through Culturally Responsive Teaching
| Autor: | Andrea DeCapua |
|---|---|
| Rok vydání: | 2016 |
| Předmět: |
060201 languages & linguistics
Linguistics and Language education.field_of_study 05 social sciences Population 050301 education Ell 06 humanities and the arts English language Intercultural communication Formal education 0602 languages and literature Culturally responsive Pedagogy Adaptive learning Psychology education 0503 education Curriculum |
| Zdroj: | Language and Linguistics Compass. 10:225-237 |
| ISSN: | 1749-818X |
| Popis: | This article considers how developing an understanding of the beliefs, values, norms, and ways of thinking and learning of students with limited or interrupted formal education (SLIFE) is central to effective instruction for this population. Because these students are different from other English language learners (ELLs), teachers must develop the ability to suspend judgment by building deep cultural knowledge of SLIFE. This can then inform curriculum and pedagogical practices that best support SLIFE in their transition and adaption to formal education. Following a review of culturally responsive teaching as outlined by Gay (2000; 2002; 2010), I continue with an examination of the Intercultural Communication Framework (DeCapua and Marshall, 2011; Marshall, 1994) intended to develop teachers' understanding of cultural factors influencing students' ways of thinking and learning. The article concludes with an exploration of a culturally responsive instructional model, the Mutually Adaptive Learning Paradigm (DeCapua and Marshall 2011; 2013), designed to better serve SLIFE. |
| Databáze: | OpenAIRE |
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