Creating a Culturally Relevant Environment for the African American Learner in the Foreign Language Classroom

Several developments have transformed the way the foreign language classroom looks, the role the teacher and the learner assume, and the approaches and strategies we use to teach and learn second languages. These changes stem from fundamental gains in the knowledge base of how second languages are acquired and learned as well as experimental inquiry into a variety of educational innovations such as cooperative learning, multiple intelligences, and the integration of technology into the classroom. Qualitative, quantitative, and action research have provided the foreign language profession evidence upon which to make informed decisions to build a classroom environment designed to optimize learning for all students. One area that requires further research and inqui1y is how teachers can meet the challenge of optimizing learning for students of color. Hancock (1994) points out that few African American students enroll in and continue foreign language study compared to students from other cultural groups. He observes that African American students tend not to achieve as well as other students, even when they do enroll in such study (p. 9). Brigman and Jacobs (1981) concur that those minority students who do study foreign languages at the college level are not performing as well (p. 376)

Teaching as Dialogue: Toward Culturally Responsive Online Pedagogy

Despite the preponderance of online learning in K-12 public schools, still little is known about what constitutes good online teaching. The purpose of this interpretivist investigation was to learn about some of the ways in which culturally responsive teaching occurs online. This study focused on the practices of four full-time online high school teachers. Using the methods of grounded theory research, the author analyzed data generated through observations of online courses, interviews with teachers, and teacher-written narratives in order to learn how four instructors practiced culturally responsive online pedagogy in one state-supported online program. Results indicated that the teachers engaged in frequent and ongoing dialogue with their students. The teachers used multiple strategies to get to know their students, to build class community, to adapt instruction to students’ learning needs and preferences, and to make learning relevant. Teachers also discussed contextual factors that impacted their practice. However, some characteristics of culturally responsive pedagogy, including infusing students’ cultures into the curriculum and helping students to challenge power and hegemony were not identified

Toward Culturally Responsive Online Pedagogy: Practices of Selected Secondary Online Teachers

Proponents of K-12 online learning claim that it can provide more equitable learning opportunities by offering access to courses that might not otherwise be available to students, and by providing personalized learning experiences. Despite the growth of online learning in K-12 public schools, very little is known about what constitutes good online teaching. The purpose of this interpretivist investigation was to learn about some of the ways in which culturally responsive teaching can occur online. This study focused on the practices of four full-time online high school teachers. Using the methods of grounded theory research, I analyzed data generated through observations of online courses, interviews with teachers, and teacher-written narratives in order to learn how four instructors practiced culturally responsive online pedagogy in one state-supported online program. Results indicated that the teachers engaged in frequent and ongoing dialogue with their students. The teachers used multiple strategies to get to know their students, to build class community, to adapt instruction to students’ learning needs and preferences, and to make learning relevant. Teachers also discussed contextual factors (e.g., program structure and student enrollment) that impacted their practice. However, some characteristics of culturally responsive pedagogy, including infusing students’ cultures into the curriculum and helping students to challenge power and hegemony, did not emerge. A discussion of these results includes potential implications for educational leaders at the state, district, and program levels, as well as recommendations for future research on culturally responsive online pedagogy (CROP)

Social work education, training and standards in the Asia-Pacific region

This article discusses the joint project between the International Association of Schools of Social Work (IASSW) and the International Federation of Social Workers (IFSW) to establish guidelines for the training and standard setting that elucidates what social work represents on a global level. While it is impossible to address all the issues that might be significant in such a large scope, attention is given to the challenges establishing global standards might encounter in a region as diverse as the Asia-Pacific

Virtual museum projects for culturally responsive teaching in American Indian education

textThis study consists of four case studies of virtual museum projects conducted in partnerships between tribally controlled American Indian schools and museums with Native American collections. The purpose of the study was two-fold: to examine virtual museum projects as an educational innovation, and to determine what contributions such projects might make to the development of culturally responsive teaching practice. The model of virtual museum projects that the case studies examined grew out of prior experiences with similar projects in the Four Directions project. Native American students worked with teachers, Native community members, museum professionals, and in one case, anthropologists, as they selected cultural items for a virtual exhibit to be included in a Web-based virtual museum. The students imaged their objects on a turntable using digital cameras to create three-dimensional QuickTime Virtual Reality media. They researched the items they had selected with the help of the Native community members, teachers, and museum professionals to write essays about the objects for the finished virtual exhibits. Research data included participant interviews, videotapes of project activities, and other documents, including the digital virtual museum products. The interviews were transcribed and coded using Nud*ist software. By pulling out specific coded passages and correlating them with other research data, specific themes related to the conduct of and response to each case emerged. In a second level of analysis, the themes of all of the cases were compared and condensed into a comprehensive description of virtual museum projects that follow the model used in this study. Problems that were identified in each of the projects suggested specific solutions that were added to a prescriptive description of virtual museum projects. In a separate chapter, coded statements relating primarily to student and community responses across all of the projects were examined to determine how the projects worked as a culturally responsive practice. The culturally responsive elements identified included the affirmation of culture, Native people saying who they are to the world, collaboration, hands-on learning, the familiar and familial aspects of the objects, and student choice. The projects were responsive to the Native communities as well.Curriculum and Instructio

Mediating Cultural Border Crossings Between American Indian Tribal College Students and Natural Resources Science Learning Using Culturally Congruent Education

This study is motivated by two research questions: (1) How does Culturally Congruent Instruction (CCI) influence American Indian (AI) students\u27 attitudes and achievement in natural resources science at a tribally controlled college/university (TCU)? And (2) What is the nature of the relationship between CCI course modifications and changes (or lack of) in AI students\u27 science attitudes and achievement at a TCU? Findings developed a Culturally Congruent Instructional Framework (CCIF) for use in TCUs and beyond. Previous research suggest that AI students and tribal college science must find congruence for the student to cross cultural boundaries of the institution. TCUs can address the need for AI science experts to provide stewardship over natural resources within sovereign territory. Previous researchers developed a survey that operationalized CCI content, pedagogy and instruction environment for K-12 science education. The present study used the content and pedagogy items as the basis for modifications in natural resources courses. This study utilized a mixed-method, quasi-experimental design to assess changes in student attitude and achievement. Four courses were selected for treatment. Faculty engaged in workshops and follow-up individual training to modify their courses. The treatment and control courses were subjected to pre/post surveys assessing changes in attitude toward science, motivational orientation and students’ perception of CCI. Student and faculty focus groups were conducted to gain insight into course modifications and challenges. Formative and summative data were collected to determine student achievement. Quantitative data were gathered using a non-equivalent control group design and analyzed using between group comparisons with t-tests and ANOVA. Qualitative data were gathered using a multiple case study design and within and across case thematic analysis. Findings indicate no changes in attitude towards science; increase in self-efficacy and task value for treatment group; and a greater agreement that the use of Native languages, tribal guest speakers and collaborative group work support border crossing. Treatment AI students experienced higher achievement scores than the control AI groups. The CCIF model encompasses three levels of support for student border crossing. Institutions, departmental, faculty/course and student level mediating factors are presented to mediate the least hazardous border crossings for AI students

Towards a new settlement in Australian teacher education : a review of shifting sensibilities

This essay reviews and provides a critical introduction to the papers found within these Refereed Proceedings of the Australian Teacher Education Association (ATEA) Conference held in Yeppoon, Queensland, 5-8 July, 1997. It argues that within Australia, and to a lesser extent the Asia Pacific region, there is evidence of a new settlement in teacher education, the parameters and particulars of which are characterised by significant changes in its political economy, social and knowledge bases. While it is evident that particular features of previous settlements in Australian teacher education remain, in recent times many of these features have acquired different emphases and meanings; in part due to their conjoining with and (re)positioning amongst other elements previously illegitimated or `held at bay\u27. Each of the themes of change is examined in turn and, at relevant junctures, references are made to papers within the volume that provide further illustration and explanation

A Case Study of White Professors\u27 Culturally Responsive Practice in a Dominant Cultural Higher Education Setting

Increasing disparities in academic success created a mandate for higher education professionals to navigate all possible ways to include diverse students in equal learning opportunities. As a result of this mandate, higher educational faculty and administrators are gaining greater awareness on the need for culturally responsive practice (CRP) in college teaching. This dissertation reports the findings of a case study on the philosophy and implementation of CRP among three white professors with a reputation as effective and culturally sensitive instructors at a small liberal arts university. Five themes emerged: 1) Participants’ prior interaction with diversity both at personal and professional levels informed their effective CRP; 2) Participants built their instruction on student voice; 3) Participants demonstrated three levels of sensitivity including self-awareness, diversity-awareness, and attunement to diversity; 4) Participants shared a clear intentionality of CRP; and 5) participants identified mentorship-based professional learning (MBPL) as the best way to support faculty who desire to become proficient in CRP. Findings also revealed it is important to integrate an equity-oriented framework into responsive caring, responsive communication, responsive curriculum, and responsive instruction. This dissertation has implications for scholarship, educational practice, and policy. First, it supplements the literature with insights into improving CRP in culturally dominant higher education settings. Second, it offers a lens from white faculty’s perspectives on teaching philosophies and strategies associated with CRP. Lastly, it informs institutions of ways to support faculty in developing CRP and ultimately diverse students for education equity and social justice

Culturally Relevant Teacher Education: A Canadian Inner-City Case

This case study of an inner-city teacher education program documents the tensions at work on a social reconstructionist academic staff attempting to produce a culturally relevant teacher education program. Cultural relevance here includes three features: supporting academic achievement, maintaining cultural competence, and developing critical consciousness. All interests converge on the need to produce academically and technically competent teachers. Beyond this, the staff remain mindful of the dominant social and educational context within which they work and at the same time attempt to meet the longer-term interests of their students and culturally different inner-city communities. The possibilities for success have lessened in the political economy of the 1990s, but the study provides concrete instances of developing a culturally relevant teacher education program. Cette étude de cas portant sur un programme de formation à l’enseignement dans des écoles de quartiers défavorisés décrit les tensions au sein du personnel enseignant cher- chant à produire un programme de formation des maîtres culturellement significatif. Trois éléments définissent la pertinence culturelle d’un programme : il doit promouvoir la réussite scolaire, être adapté à la culture et développer une pensée critique. Tous les intervenants s’accordent sur la nécessité de produire des enseignants compétents. Cela dit, le personnel doit garder à l’esprit le contexte éducatif et social dominant dans lequel il travaille tout en essayant de tenir compte des intérêts à long terme des élèves et de diverses communautés culturelles implantées dans des quartiers défavorisés. L’étude fournit des exemples concrets de la marche à suivre pour élaborer un programme de formation à l’enseignement culturellement significatif.