Acknowledging Challenges and Embracing Innovative Instructional Practices in Response to Cultural and Linguistic Diversity

Autor/inn/en	Wood, Carla; Wofford, Mary Claire; Hassinger, Abby
Titel	Acknowledging Challenges and Embracing Innovative Instructional Practices in Response to Cultural and Linguistic Diversity
Quelle	In: SAGE Open, 8 (2018) 2, (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/2158244018771110
Schlagwörter	Teaching Methods; Instructional Innovation; Migrant Workers; Cultural Differences; English (Second Language); Second Language Learning; Spanish; Student Attitudes; Teacher Attitudes; Teacher Characteristics; Self Efficacy; Cultural Awareness; Cultural Pluralism; Teacher Student Relationship; Peer Relationship; Intercultural Communication; Race; Gender Differences; Institutional Characteristics; Elementary School Teachers; Middle School Teachers + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Educational Innovation; Bildungsinnovation; Wanderarbeiter; Kultureller Unterschied; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Spanisch; Schülerverhalten; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Cultural identity; Kulturelle Identität; Kulturpluralismus; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Interkulturelle Kommunikation; Rasse; Abstammung; Geschlechterkonflikt; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	Aims of the current study were to explore teachers' background, beliefs, attitudes, and sense of self-efficacy, as well as instructional supports and innovative practices in response to cultural and linguistic diversity in classrooms serving Spanish-English speaking children of migrant workers. A total of 22 teachers participated in semi-structured interviews regarding linguistic diversity in the classroom. Their responses were transcribed and qualitative analysis procedures were utilized to deconstruct units. Individual units were then clustered by similarities and differences into themes and subcategories of themes. Teacher responses to the interview questions produced themes: awareness of cultural and linguistic diversity, issues and challenges, and innovative instructional supports and practices. Participating teachers commented on general supports designed to assist communication between English Learners (EL) and the teacher or peers, facilitate communication with parents of ELs, and embrace and promote responsiveness to cultural linguistic diversity (CLD) in the classroom. Teachers identified specific supports to intensify instruction, including (a) employing multiple modalities, (b) increasing experience and exposure, and (c) providing individualized support. Additional resources and support are warranted to identify and disseminate effective practices to provide intensified instruction and support to ELs. [For the corresponding grantee submission, see ED588646.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01