Culturally and Linguistically Responsive Pedagogy: Case Studies of Rural Elementary Teachers

• In Event: 29.044 - Constructing Equitable Education That Is Critical and Culturally Relevant

Abstract

As the number of culturally and linguistically diverse (CLD) students continues to grow, teachers and teacher educators have explored instructional practices that build upon the linguistic and cultural assets of the students and their families (Delpit, 1995; Gay, 2010; Grant & Sleeter, 2011; Moll, Amanti, Neff, & Gonzalez, 1992; Villegas & Lucas, 2002; Yosso, 2005). This qualitative study examined inservice teachers’ culturally and linguistically responsive (CLRP) teaching practices (Gay, 2010; Lucas & Villegas, 2002) in two rural elementary schools. Elements beyond just good teaching practices (de Jong & Harper, 2005) were especially noted to highlight ways teachers leverage students’ assets (Yosso, 2005) and build upon families’ funds of knowledge (Moll & Gonzalez, 2004).

Authors

• Traci J. Bellas, University of North Carolina - Greensboro

• Ye He, University of North Carolina - Greensboro