iding such support are two very different things…Culture is a complex concept, and few teachers have an opportunity to learn about it,” Gloria Ladson-Billings wrote in 2001. Since then, many researchers and educators have written about how to teach wiht cultural competence. Rethinking Schools provides access to a wealth of knowledge about how to teach with cultural competence in their online archives. We highly recommend the folowing issues to to get your reading list started: 29(1), 28(3), and 27(1).
Ladson-Billings, G. (2001). Teaching and cultural competence: What does it take to be a successful teacher in a diverse classroom? Rethinking Schools Online. Retrieved August 21, 2010 from Rethinking Schools Online.
Note: Requires subscription.
NOTE: Required reading
The Culturally Responsive Teacher
The authors examine a new way of looking at teaching that is grounded in understanding the role of culture and language in learning. They emphasize the need for teachers to gather information about their students’ lives, hold affirming views toward diversity, use instructional strategies that help students build connections between their lives in and out of school, and advocate for all students.
Villegas, Anna Maria & Lucas, Tamara (2007). The culturally responsive teacher. Educational Leadership, 64(6), 28-33.
Note: Requires Subscription
NOTE: Required Reading
Phases of Language Acquisition
This is an overview of the phases for the acquisition of language. There’s a “Give it a Try!” activity associated with this overview.
Robertson, & Ford, (2008). Language acquisition: An overview. Retrieved from http://www.colorincolorado.org/
NOTE: Required reading
What’s the difference between social and academic English?
Many educators are meeting the needs of an increasing population of English language learners. One way they’re meeting those students’ needs is by focusing on building both social and academic English. This website from Reading Rockets (sponsored by WETA and funded by the U.S. Department of Education) emphasizes the difference between social and academic English, highlights the stages of English proficiency, and shares ways to support students in developing both their social and academic English.
NOTE: This is a summary drawn from another website that is an excellent resource for teachers and parents who want to learn more about English learning and bilingual/biliteracy education, called Colorín Colorado: http://www.colorincolorado.org/
NOTE: Required reading
Code-switching and Ebonics
As you begin to delve into cultural differences, one difference you might come up with is dialect and language differences. Delpit highlights the difference in discourse style and language use by African American students. She provides educators with practical ways they can make the study of language diversity a part of the curriculum.
Delpit, L. (1997). The real ebonics debate: What should teachers do? Retrieved from http://www.rethinkingschools.org/
NOTE: Required reading
Helping children to know how to communicate in Standard English is often a school priority; however, teachers also know the value of maintaining and valuing home languages and dialects that are non-Standard. When should a teacher correct a child’s language? When should a teacher accept a child’s language? These are real questions that many teachers grapple with as they encounter children from various cultural and linguistic backgrounds. Wheeler provides linguistic insight into venacular language and offers strategies to lead students through a critical-thinking process to help them understand and apply the rules of Standard English grammar.
Wheeler, R. (2008). Becoming adept at code switching. Educational Leadership, 64(7), 54-58.
NOTE: Required reading
Our experts have plenty to tell about how teachers can attend to their own cultural and linguistic lenses, address biases, and reach out to engage students of all backgrounds. Listen (and watch) as they share what it means to be a culturally competent and culturally responsive teacher.
Joyce King, Ph.D.
Joyce King, Ph.D. 