Language or Cognition? Using Culturally Responsive Teaching with English Language Learners
AbstractThis paper looks into the population of English language learners and the benefits of culturally responsive teaching in addressing their needs. Urban schools are becoming increasingly diverse. Students from a variety of cultural and linguistic backgrounds are entering classrooms and being taught by White, middle class, monolingual teachers (Landsman & Lewis, 2012). Engagement and motivation are integral parts of ensuring the academic success of diverse students. Therefore, teachers must find ways to understand and relate to their students’ backgrounds in an effort to increase student achievement. Culturally responsive teaching amongst English language learners allows teachers to use students’ linguistic diversity as an asset to their learning instead of as a limitation. This paper recognizes the presence of an achievement and opportunity gap between English language learners and their peers on high-stakes tests. The increased presence of English language learners in mainstream classrooms is making it necessary for teacher preparation programs at the college/university level to address their cultural and linguistic needs. This paper explores the concept of culturally responsive teaching as a way of ensuring the academic success of English language learners. Keywords: English language learners, culturally responsive teaching, diversity
Urban Education Research and Policy Annuals License Agreement
This Agreement (the “Agreement”) is made by and between __________(“Author(s)”) and the Journal “Urban Education Research and Policy Annuals” (the “Journal”).
By submitting this research article entitled “_____________” ('article')to (Urban Education Research and Policy Annuals) published by Urban Education Research and Policy Annuals, the Author(s) certify that:
A. Author __________(name) is legally authorized and possesses full power and authority on behalf of my co-authors [list names] to enter into this Agreement.
B. Author warrants, on behalf of all article authors, that:
a. the article is original, has not been formally published in any other peer-reviewed journal, is not under consideration for publication by any other journal and does not infringe any existing copyright or any other third party rights;
b. The named authors (above) are the sole author(s) of the article. Any co-author not signing this Agreement personally has granted full authority to [named author in I.A.] to enter into this agreement of his/her behalf and to grant the following rights to Urban Education Research and Policy Annuals set forth below.
c. the article contains nothing that is unlawful, libellous, or which would, if published, constitute a breach of contract.
Authors who publish with this journal agree to the following terms:
a. Author(s) shall retain copyright to the article but grant the Journal right of first publication, and the irrevocable right to perpetually disseminate the article as part of the Journal subject to the Creative Commons Attribution License, that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
b. Beginning one year after the date of formal publication of the article, Authors may enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work and subject to the Creative Commons Attribution License (e.g., post it to an institutional repository or publish it in a book), subject to a proper acknowledgement of its initial publication in this journal: “This article was originally published in the Urban Education Research and Policy Annuals (Vol., Issue, Year).”
Author shall indemnify, defend, and hold harmless the Journal from any and all claims, liabilities, damages, expenses (including attorneys’ fees and expert costs’, penalties, fees, if any arising from enforcement of this Agreement and/or related to claims of infringement of copyrights or proprietary rights allegedly contained in the Article , or resulting from a claim of defamation, obscenity, or invasion of privacy based upon or arising out of the publication of the Article or any other breach of warranty as set forth in No. 1.