Strategies for Teaching Culturally Diverse Learners

This study is a meta-analysis of the recent literature on teaching culturally and linguistically diverse (CLD) students. Extant literature on this issue has shown that teaching students coming from different ethnic and cultural backgrounds seems to pose serious threats to teachers at different levels of education. Using a quantitative content analysis, this paper examines twenty studies and book chapters in the field of multicultural education so as to identify the major challenges of the multicultural classroom. The aim is also to identify and describe the most effective competencies that teachers need to be better equipped to survive in today's " fast-changing world ". The findings of this study show that teaching CLD students requires special training, extra competencies, and " culturally responsive " pedagogies. The findings can also be of help to university teachers as universities today are becoming more and more multicultural all over the world. Finally, the results can advance knowledge about the issue of teaching CLD students both in the university environment and in the field of research.

SSRN Electronic Journal, 2016

This study is a meta-analysis of the recent literature on teaching culturally and linguistically diverse (CLD) students. Extant literature on this issue has shown that teaching students coming from different ethnic and cultural backgrounds seems to pose serious threats to teachers at different levels of education. Using a quantitative content analysis, this paper examines twenty studies and book chapters in the field of multicultural education so as to identify the major challenges of the multicultural classroom. The aim is also to identify and describe the most effective competencies that teachers need to be better equipped to survive in today's "fastchanging world". The findings of this study show that teaching CLD students requires special training, extra competencies, and "culturally responsive" pedagogies. The findings can also be of help to university teachers as universities today are becoming more and more multicultural all over the world. Finally, the results can advance knowledge about the issue of teaching CLD students both in the university environment and in the field of research.

1994

This paper emphasizes the'significance of cultural diversity in American schools and its implications for the teaching and learning processes. Also highlighted is the importance of the realization that diversity is what makes the United States unique. The paper discusses the cultural dynamics of clashes and conflicts as well as of cooperation and cohesiveness in a school setting where different ethnic groups meet. A framework is provided for examining differences in world views; clashes in cultural values; culture-based preferences for learning environments; barriers due to cultural differences; learning style differences in cultures predicated on the philosophy that all students can learn, that ctudents learn differently, and that students learn better when they are taught in their specific learning styles; historical hostilities and prejudice problems; cultural differences and alienation; and cultural taboos. The document concludes with a three-step model for culturally responsive teaching. The three steps of action, acceptance, and awareness, suggest a number of teacher initiated behaviors to manage diversity and encourage interactions that are enhanced by differences. (Contains 25 references.) (LL)

Procedia - Social and Behavioral Sciences, 2014

Studies have shown that culture influences the learning process and social adjustment of students. As agents of change, teachers need to be multi-culturally aware of differences among students and promote cultural understanding to enable them to become sensitive to other students from other cultures and to eventually be able to live harmoniously in a multicultural community. The objective of this paper is investigate 128 primary school teachers' understanding and level of multicultural competence and the effects of the training in raising awareness about multiculturalism in the classroom. Multicultural competence comprises multicultural awareness (how people's attitudes, beliefs, values, assumptions, self-awareness affect the ways they interact with those who are culturally different from themselves), knowledge (informed understanding of cultures that are different from one's own culture) and skills (skills individuals use to engage in effective and meaningful interactions with those who are from different cultural backgrounds). The training workshop employs three main activities (a) self-awareness, (b) awareness of Malaysian cultures and (c) instructional strategies and resources. Data were collected using a self-report questionnaire. Both quantitative and qualitative analyses reveal a positive impact on the teachers' multicultural awareness and competency which supports a culturally responsive pedagogy. It can be concluded that the teachers had a positive response to the workshop. The study supports the need for multicultural awareness and competency training for teachers to help them manage a multi-culturally diverse classroom.

1993

This report addresses various dimensions of a major policy issue in teacher education-the need to help all teachers acquire the attitudes, knowleige, skills, and dispositions necessary to work effectively with a diverse student population. The differences are related to social class, ethnicity, culture, and language. The problem of educating teachers for diversity is one of educating white, monolingual, and mostly female teacher education students during preservice teacher education. Several aaspects of the problem are outlined under the headings: ideas about what teachers need to be like, know, and be able to do to teach ethnic-and language-minority students successfully; alternative approaches to the education of prospective teachers to teach ethnic-and language-minority students; and different views of teacher learning. Two tables: "Key Elements in Effective Teaching for Ethnic and Language Minority Students" and "Key Elements of Effective 'Teacher Education for Diversity'" are included. (Contains approximately 200 references.) (LL)

Action in Teacher Education, 2016

Despite the growing diversity in our nation's schools, many teacher educators avoid discussions on diversity issues for myriad reasons. As a result, numerous preservice teachers lack quality learning opportunities to become well versed on issues of diversity in meaningful ways that can translate to P-12 practice. This article elaborates on instructional practices and resources used by teacher educators who, grounded in an understanding of diversity awareness and identity development as well as culturally relevant pedagogy, are actively preparing the next generation of teachers who are culturally responsive.

Education Sciences

The application of culturally responsive teaching (CRT) in this article is used to provide a background into the instructional concept of CRT in higher educational settings and to provide examples for classroom pedagogical practice. This article provides instructional approaches that can be used in higher education classes to promote a cultural context to engage preservice teaching candidates who are seeking initial certification to become teachers-of-record and graduate-level teachers who are certified to understand and embrace the intersection of race, gender, religion, and regional cultures that contribute to identity. This article outlines instructional activities that can be used by faculty in higher education programs to assist their students with learning to co-construct culturally responsive lessons. This type of instruction should lead to a process in which faculty in higher educational settings can assist their preservice teacher candidates and graduate-level students in u...

TEACHING Exceptional Children, 2007