Culturally Relevant Pedagogy: Does It Address the Language Needs of Emergent Bilinguals?

• In Event: 43.077 - MTCC Roundtable Session 15
  In Roundtable Session: 43.077-9 - The Quest for Educational Equity for Bi/Multilingual Students

Abstract

Culturally relevant pedagogy (CRP) has been widely theorized and deemed effective for culturally and linguistically diverse (CLD) students, but there is a gap in empirical studies on how CRP supports the language needs of Emergent Bilingual (EB) students. Also, a diverse set of approaches that can be conceptualized as linguistically responsive teaching (LRT) was developed to support teachers of EB students. Researchers have considered the possibility that a combination of CRP and LRT may benefit EB students. In this paper, I describe examples of how one mainstream teacher attempted to enact the characteristics of CRP (Ladson-Billings, 1995, 2014) and LRT (Lucas, Villegas, & Freedson-Gonzalez, 2008) to support the language and literacy development of her emergent bilingual fourth-grade students.

Author

• Abigail Akosua Amoako Kayser, California State University - Fullerton