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Culturally relevant teaching is instruction that takes into account students' cultural differences. Making education culturally relevant is thought to improve academic achievement, [1] but understandings of the construct have developed over time [2] Key characteristics and principles define the term, and research has allowed for the development and sharing of guidelines and associated teaching ...
Culturally responsive PBIS (CR-PBIS) is also a framework aimed at restructuring school culture much like PBIS, but CR-PBIS uses strategies that acknowledge the differences in behavioral norms for culturally and linguistically diverse students [12] and incorporate trauma-informed practices. [13]
Li, G. (2013). Promoting teachers of culturally and linguistically diverse (CLD) students as change agents: A cultural approach to professional learning. Theory Into Practice, 52(2), 136–143. Li, G. (2010). Race, class, and schooling: Multicultural families doing the hard work of home literacy in America's inner city.
The new literacy pedagogy was developed to meet the learning needs of students to allow them to navigate within these altered technological, cultural, and linguistically diverse communities. The concept of multiliteracies has been applied within various contexts and includes oral vernacular genres, visual literacies, information literacy ...
Various other terms are also used to refer to students who are not proficient in English, such as English as a second language (ESL), English as an additional language (EAL), limited English proficient (LEP), culturally and linguistically diverse (CLD), non-native English speaker, bilingual students, heritage language, emergent bilingual, and ...
Citizens in a diverse democratic society should be able to maintain attachments to their cultural communities as well as participate effectively in the shared national culture. Unity without diversity results in cultural repression and hegemony. Diversity without unity leads to Balkanization and the fracturing of the nation-state.
Cultural competence, also known as intercultural competence, is a range of cognitive, affective, behavioural, and linguistic skills that lead to effective and appropriate communication with people of other cultures. Intercultural or cross-cultural education are terms used for the training to achieve cultural competence.
Elizabeth Dora Peña is a certified speech-language pathologist and Fellow of the American Speech-Language-Hearing Association (ASHA). [1] She is known for her work on bilingualism, language disorders in children, and the development of assessment tools for linguistically diverse populations.