for student success
- Grading policies fair to all
- Performance and demonstrations with real world connections
- Encourage self- assessment (Wlodkowski & Ginsberg, 2005)
Classroom Activities for Engendering Competence
- Authentic assessment
- Portfolios and process-folios
- Tests and testing
A work sample of feedback/peer-feedback in one of the author’s writing class has been videoed and can be found here.
Thus, after exploring culturally responsive teaching in her classes through the four components of a motivational framework, the author realized that it is one of the best tools for motivating students. The different teaching strategies from the four components can be applied beautifully in all ESL levels: listening, speaking, reading, and writing classes.
After using a motivational framework in her classes, the author highly recommend it to other ESL educators to utilize it in their classrooms. To prove this theory in practice the author has added some interesting class assignments from her own classes in the appendix which she has created based on the four aspects of a motivational framework: inclusion, attitude, meaning, and competence.
Fenner, A. (2008). Cultural Awareness in the Foreign Language Classroom. In Cenoz, J. and Hornberger, N. (E.Ds.). Encyclopedia of language and Education. Vol. 6, pp. 273-285.
Ginsberg. B Margery (2005).Cultural Diversity, Motivation, and Differentiation, THEORY INTO PRACTICE, 44(3), pp. 218-225
Kourova, Alla and Modianos, Doan (2013). Inter-cultural Awareness and its Role in Enriching Students’ Communicative Competence. The International HETL Review, Special Issue 2013, pp. 60-70
Wlodkowski & Ginsberg (1995). A Framework for Culturally Responsive Teaching, EDUCATIONAL LEADERSHIP, September, pp. 17- 21
Wlodkowski J. Raymond (1999) Part One: Motivation and Diversity: A Framework for Teaching, NEW DIRECTIONS FOR TEACHING AND LEARNING, no. 78, Summer 1999