 motivation framework demystifies the role of culture in teaching and learning, without prescribing lists of learning preferences and teaching approaches for entire student groups (Ginsberg, 2005). Furthermore, the motivational framework is respectful of different cultures and is capable of creating a common culture within a learning situation that all students can accept it. It dynamically combines the essential motivation conditions that are intrinsically motivating for diverse students (Wlodkowski, 1999).
A Motivational Framework for Culturally Responsive Teaching and How it Enhances Motivation in ESL Learners
A motivational framework for culturally responsive teaching is built on principles and structures that tend to be meaningful within and across cultures, and the purpose of the motivational framework is to unify teaching practices that elicit the intrinsic motivation of all learners so that educators can consistently design leaning experiences that matter to, and support, the success of all students. In terms of everyday instruction, it seeks to explain how to create compelling and demographic variety of assumptions learning experiences that honor the diverse perspectives, values, and talents that students bring to the classroom (Ginsberg, 2005, p. 221).
Therefore, the motivational framework for culturally responsive teaching enhances motivation in ESL learners through four basic conditions that work together to support students’ natural interest in learning: establishing inclusion, developing a positive attitude, enhancing meaning, and engendering competence (Ginsberg, 2005). Although the motivational framework for culturally responsive teaching includes new teaching strategies for each condition (Ginsberg & Wlodkowski, 2000), it also serves as a template for recognizing existing strengths in educational practice and providing clues to develop those strengths. In this way, it is respectful of the work that educators are already doing, and it encourages classroom teachers to apply principles of motivation for all students with consistency (Ginsberg, 2005, p.222).
Establishing inclusion refers to principles and practices that contribute to a learning environment in which students and teachers feel respected by, and connected to, one another (Ginsberg, 2005). That means establishing inclusion emphasizes the human purpose of what is being learned and its relationship to the students’ experience. Also, it shares the ownership of knowing with all students. Furthermore, it collaborates and cooperates with the students and the class assumes a hopeful view of people and their capacity to change. Establishing Inclusion also treats all students equitably (Wlodkowski & Ginsberg, 1995).
Strategies for Applying Inclusion in the Classroom
Following are the strategies for applying inclusion in the class:
- The teacher should treat all students respectfully.
- Students’ lives and cultures should be represented in the class (Ginsberg, 2005).
- Collaborate and cooperate with the students.
- Treat all students equitably and avoid any kind of discrimination (Wlodkowski & Ginsberg, 1999).
Classroom Activities for Inclusion
- Collaborative learning approaches
- Cooperative learning
- Writing groups
- Peer-editing teaching
- Multicultural & multidimensional projects
- Focus groups and reframing
Developing a Positive Attitude
Developing a positive attitude refers to principles and practices that contribute to, through personal and cultural relevance and through choice, a favorable disposition towards learning (Ginsberg, 2005). Meaning that, as second language teachers, we have to incorporate teaching and learning activities in our lesson plans based on students’ previous knowledge or experiences. We can also encourage students to make choices in content and assessment methods based on their experiences, cultural values, needs, and strengths.
Strategies for Applying Positive Attitude in the Classroom
Following are the strategies for applying positive attitude in the classroom:
- Classes should be taught with students’ experiences, concer