Reflecting on Culturally and Linguistically Relevant Teaching Practice: A One-Year Teacher Residency Program

• In Event: Culturally Relevant Teaching Practices for Urban Schooling

Abstract

Scholars have indicated that teachers’ pedagogical practices are not culturally relevant to students from diverse backgrounds (e.g., Ladson-Billings, 2006). This cultural mismatch greatly impacts students’ equal access to educational opportunities. It is more imperative than ever that actions be taken in teacher education programs to help prepare teachers who are able to enact culturally relevant and restorative teaching pedagogies. This paper describes a group of teacher residents reflected upon culturally and linguistically relevant teaching practices (CLRT) in a culturally and linguistically diverse urban school context. Drawing on qualitative data from a year-long urban teacher residency program, this study shed light on teacher residents’ negotiations and barriers while enacting CLRT.

Authors

• Ling Zhai, University at Buffalo - SUNY

• Amanda Seccia, University of Chicago

• Amanda Winkelsas, University at Buffalo - SUNY

• Elisabeth Etopio, University at Buffalo - SUNY

• Corrie Stone-Johnson, University at Buffalo - SUNY

• Nooshin Shafaei, University at Buffalo - SUNY

• Suzanne N. Rosenblith, University at Buffalo - SUNY

• Julie Gorlewski, University at Buffalo - SUNY