Mastering the School Register of English: A Latino/Chicano Second-Grade Classroom Study and Culturally and Linguistically Responsive Pedagogy

• In Event: Sheraton Roundtable Session 13
  In Roundtable Session: Challenging Language (Im)Possibilities in Dual Language Programs: Capital, Context, and Hope

Abstract

This paper examines the implementation and impact of Culturally and Linguistically Responsive (CLR) pedagogy in an elementary school classroom with a substantial number of Standard English Learner (SEL) students. The goal of the study is to understand CLR teaching methods that support the academic success of these students who speak varieties of English such as Chicano English and Black English. The analyses identify ways teachers create cooperative learning environments where students recognize and value the skills and knowledge they bring with them from their home communities. The findings of the study speak to the salience of teacher-student relationships and the role teacher mindset plays in relation to the academic success of Chicano/Latino and other ethnic and language minority students.

Authors

• Concepcion M. Valadez, University of California

• Diana A. Porras, California State University - Long Beach

• Lavinia 'Ulu'ave, University of California - Los Angeles