We Teach Who We Are: Cultural Narratives as a Classroom Model

• In Event: Roundtable Session 7
  In Roundtable Session: Narratives of Teachers: Grand, Cultural, and Messy

Abstract

The 21th century educators who teach in the era of globalization should recognize the growing importance of cultural sensitivity and understanding of culturally and linguistically diverse (CLD) students. The purpose of the study was to investigate the potential of using cultural narratives (CNs) as an instructional strategy in educating some pre-and in-service teachers who may approach teaching from monocultural and monolinguistic mindset but who are likely to work with students who are multicultural and multi-linguistic. Using a “reflective team approach” (Jones, 2003), the four TESOL educators from diverse backgrounds and settings analyzed and responded to the cultural narratives of a teacher educator, to examine the effectiveness of CNs as instructional tools in TESOL education.

Authors

• Burcu Ates, Sam Houston State University

• Soonhyang Kim, Pace University

• Yurimi Michael Grigsby, Concordia University - Chicago