Harris, Angela

English

Scholarworks@GVSU

Michigan Reading Journal Volume 51 Issue 1 Article 12 2019 Culturally and Linguistically Responsive Teaching anf Learning: Classroom Practices for Student Success Angela Harris Follow this and additional works at: https://scholarworks.gvsu.edu/mrj Recommended Citation Harris, Angela (2019) "Culturally and Linguistically Responsive Teaching anf Learning: Classroom Practices for Student Success," Michigan Reading Journal: Vol. 51 : Iss. 1 , Article 12. Available at: https://scholarworks.gvsu.edu/mrj/vol51/iss1/12 This Other is brought to you for free and open access by ScholarWorks@GVSU. It has been accepted for inclusion in Michigan Reading Journal by an authorized editor of ScholarWorks@GVSU. For more information, please contact scholarworks@gvsu.edu. Culturally and Linguistically Responsive Teaching and Learning: Classroom Practices for Student Success (2nd ed.) by Angela Harris Hollie, S. (2018). Culturally and linguistically respon-sive teaching and learning: Classroom practices for student success (2nd ed.). Huntington Beach, CA: Shell Education. ISBN 978-1425806866 In his second edition, Hollie continues his quest to equip teachers with strategies and skillsets to better prepare them for working with students from a variety of cultural backgrounds. Hollie invites educators to go on a "journey to responsiveness" by challenging their thinking about culturally and linguistically responsive teaching (p. 9). Cultural and linguistic responsiveness (CLR) is achieved through quality instruction that embraces the diversity represented in classrooms. The book is divided into three parts:_ a) understanding mindset ( chapters one and two); b) building skillset (chapters three through seven); and c) personal coda ( chapter eight). Each chapter begins and ends with a series of statements on the topic of the chapter to which the reader is asked to respond (i.e., anticipation and reflection guides). These guides scaffold reflection and help the reader gauge shifts in thinking related to cultural assumptions and teaching practices. To begin this journey, the first two chapters stress the importance of understanding mindset and its relevance to cultural responsiveness. Hollie asserts that a change in mindset involves having a common definition of terminology, defining cultural and linguistic responsive-ness, eliminating the deficit perspective, and identifying the benefits of CLR. He makes a case for the adoption of the term, "cultural and linguistic responsiveness" Angela Harris and stresses that, "in order for eduqnors to be focused and to improve instruction for underserved students , a single term and definition of culturally responsive pedagogy must be adopted" (p. 54). Hollie identifies and provides rationale for the four key components of CLR: validation, affirmation, build, and bridge, or "VABBing." Validation and affirmation of culture and language are crucial in valuing the cultural and linguis-tic diversity that a child brings to the classroom "for the purpose of building and bridging the students to success in the culture of academia and in mainstream society" (p. 27). Building and bridging are necessary to help teachers understand the cultural and linguistic diversity of a student and use that knowledge to help students link home and school culture successfully. In chapters three through seven, Hollie highlights instructional topics such as strong classroom manage-ment, academic vocabulary, academic language, aca-demic literacy, and learning environments as essential for CLR to flourish and increase academic success. Research-based strategies and sample lessons are pro-vided throughout these chapters. For example, Hollie offers suggestions on how to create a culturally respon-sive learning environment, such as having a print-rich environment and incorporating culturally-relevant activities into learning centers. Fall 2018, Vol. 51, No. l 73 Must Read Texts In the last chapter, Hollie makes an appeal for edu-cators to love outrageously, which is "oftentimes the missing ingredient for many underserved students" (p. 199). Chapter eight also offers tips on how to include CLR into daily activities. These tips include how to introduce CLR terminology, be explicit when validat-ing and confirming students, hold students accountable your classroom. The appendices are filled with resources that are easy to understand and can be applied across grade levels. I recommend this book to anyone who dares to love their students outrageously. Author Biography · with procedures and structures, give students opportu-nities to practice situational appropriateness, and give students a voice. Angela Harris is a speech language pathologist at Dove Academy in Detroit, Michigan. She is currently a doc-toral student in the Reading, Language and Literature program at Wayne State University. She can be reached at dxl 992@wayne.edu. 74 This book will set you on a path to discover new ideas, challenge assumptions, and develop skillsets to utilize in * • . , .. • * #; ,;. •:• • * *: Michigan Reading Journal 

Culturally and Linguistically Responsive Teaching anf Learning: Classroom Practices for Student Success

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