Biography-Driven Strategies as the Great Equalizer: Universal Conditions that Promote K-12 Culturally Responsive Teaching
The growing number of culturally and linguistically diverse (CLD) students entering our public school system demands a new pedagogical framework for teaching and learning. With its emphasis on all four dimensions of the CLD student biography (sociocultural, linguistic, cognitive, academic), biography-driven culturally responsive teaching (Herrera, 2010) addresses the limited attention currently devoted to second language learning issues in the literature and research related to culturally responsive pedagogy. This study investigates the use of biography-driven instructional (BDI) strategies by 58 general education teachers at the elementary and secondary levels with CLD students in their classrooms using the Biography-Driven Performance Rubric, which measures enactment of teaching standards and educational best practices. Findings indicate that the use of BDI strategies can facilitate the practical actualization of culturally responsive teaching. Findings also suggest that implementation of BDI strategies can help teachers overcome challenges that are unique to secondary settings as they accommodate the assets and needs of CLD learners.
This was a blog I found on Dr. Broady’s site that gives fact sheets on every state regarding ELL or as the article referred to them DLL students. I found it as a great resource and feel it is one that needs to be shared.
The article is called “BILINGUAL EDUCATION BENEFITS ALL STUDENTS” and it is from a study done in DC with their Latino students. However, the information can be used to help all learners.
“This article provides an overview of how to use language objectives in content-area instruction for English learners and offers classroom-based examples from different grade and subject levels.”
“The World Atlas of Language Structures (WALS) is a large database of structural (phonological, grammatical, lexical) properties of languages gathered from descriptive materials (such as reference grammars) by a team of 55 authors.”
This article highlights research on cultural norms and helps the reader understand various perspectives through different resources and guides on working with people of various cultures.
As a project for EDU 587 we conducted a home visit with an immigrant family. My family is a Karen family from Myanmar who are an elderly couple in their 70’s. This video encompasses research regarding Myanmar, the information obtained from my home-visit, as well as guidance for schools to use in being more culturally responsive and ensuring their students’ success.