Exploring the Intersection of Evidence-Based Practices and Culturally and Linguistically Responsive Practices

Autor/inn/en	Linan-Thompson, Sylvia; Lara-Martinez, Julie A.; Cavazos, Linda O.
Titel	Exploring the Intersection of Evidence-Based Practices and Culturally and Linguistically Responsive Practices
Quelle	In: Intervention in School and Clinic, 54 (2018) 1, S.6-13 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451218762574
Schlagwörter	Culturally Relevant Education; Trust (Psychology); English (Second Language); Evidence Based Practice; Learning Disabilities; Multilingualism; Teaching Methods; Student Needs; Educational Needs; Vignettes; Second Language Learning; Teacher Student Relationship; Cultural Awareness; Native Language; Language Role; Elementary School Students; Elementary School Teachers + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Learning handicap; Lernbehinderung; Mehrsprachigkeit; Multilingualismus; Teaching method; Lehrmethode; Unterrichtsmethode; Educational need; Bildungsbedarf; Zweitsprachenerwerb; Teacher student relationships; Lehrer-Schüler-Beziehung; Cultural identity; Kulturelle Identität; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Culturally and linguistically diverse learners with and without learning disabilities enrolled in public schools are tasked with learning content, a new culture, and a new language. Meeting their language and literacy needs requires systematic use of evidence-based practices and deep knowledge of culturally and linguistically responsive practices that address their instructional, social, and language needs. Based on observations of teachers in multilingual classroom, four culturally and linguistically responsive practice were identified: (a) consistent use of evidence-based instructional practices for students who are English learners, (b) integration of culturally responsive pedagogy with evidence-based instructional practices, (c) use of relational interaction practices that build trust and respect between teachers and students, and (d) use of flexible language practices. Vignettes of actual observation data contrast typical practice and culturally and linguistically responsive practice. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01