Date of Graduation
Master of Arts in Teaching English to Speakers of Other Languages (TESOL)
School of Education
International and Multicultural Education (IME)
Dr. Luz Navarrette Garcia
There is an increasing demand for adult English as a Second Language teachers who are qualified to meet the needs of culturally and ethnically diverse students. Cultural dissonance between the students’ cultures and instructional practices and curriculum leads to high drop-out rates and poor instructional outcomes. This Field Project proposes that Culturally Responsive Pedagogy is an important tool to improve the learning outcomes of culturally and ethnically diverse adult English as a Second Language students. This Field Project discusses the theoretical components of Culturally Responsive Teaching. The notion of Culturally Responsive Teaching is premised on the idea that using students’ prior experiences, frames of reference, and cultural knowledge makes learning more relevant and effective. Culturally Responsive Teaching is a pedagogy that empowers students intellectually, socially, and emotionally. Teachers must first reflect on their own culture and attitudes and develop a knowledge base about cultural diversity to be able to better serve culturally and ethnically diverse students. The accompanying guidebook is designed to help teachers develop a foundation for culturally relevant practices. It provides the teachers with practical information about how to reflect on their own and their students’ cultures. It addresses the components of Culturally Responsive Teaching methods and can be used as a catalyst on a journey to becoming a culturally responsive educator.
Henkin, Helena, "Culturally Responsive Pedagogy and its Relevance in the Adult English as a Second Language Classroom" (2019). Master's Projects and Capstones. 955.