Culturally Responsive Teaching: An Investigation of Effective Practices for Korean English Language Learners

• In Event: Sheraton Roundtable Session 31
  In Roundtable Session: Cultural Responsive Schooling Across Cultural and Teacher-Prep Contexts

Abstract

Since 1965, under Elementary and Secondary Education Act, the policymakers have been focused on improving the quality of elementary and secondary education for all students including English Language Learners (ELLs). With Every Student Succeeds Act of 2015, both excellence and equity with high learning standards for students’ pathways to college were emphasized and prioritized. Even after increased attention, national statistics show that the student achievement gap between ELLs and non-ELLs has not been closed since 1998. In order to understand this discrepancy, the study utilizes case study. Using Culturally Responsive Teaching theory, this study examined factors influencing language learning experiences and academic achievement of ELLs. The paper emphasizes the two most prominent findings: significance and influence of culturally responsive teaching.

Author

• Kisong Kim, St. John's University