Culturally Responsive Classroom Essay
Creating culturally responsive classrooms and schools is just as important as educating the teachers to be culturally responsive too. Winifred Montgomery (2001) defined culturally responsive classrooms as those that ‘specifically acknowledge the presence of culturally diverse students and the need for these students to find connections among themselves, with the subject matter and the tasks the teacher asks them to perform’. One of the most important aspects of a culturally responsive classroom is that the teachers need to believe that students from culturally and linguistically diverse (CLD) backgrounds want to be at school and to learn (Brown, 2007). If this is the case, teachers will find they can build relationships more easily and therefore
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To bring about a true transformation of the current education system, we need to better understand the culturally responsive practices and their potential for improving student learning outcomes (Elmore, 2000). In doing so we need to explore the aspects of changing school curriculum and policy in order to cater for the ever changing cultural diversity and identities in our population. Aghaei, Lie & Noor (2015) describes cultural identity(s) as a significant "source of meaning and experience" constructed by and connected to the cultural context of the external world. Furthermore, cultural identity(s) is constructed by increasing complexities of what construct literacy and multi-literate practices in twenty first century as a constantly changing socially and culturally diverse, globalized and technological era (Aghaei et al., 2015). Multi-literacies aim to make classroom teaching more inclusive of cultural, linguistic, communicative, and technological diversity. They advocate this so that students will be better prepared for a successful life in a globalized world (Learning Theories, 2016). Research has shown that cultural identity is linked to literacy development. Many researchers highlighted that students' cultural identities should be more valued in the classroom in order to increase participation and success for marginalized groups of students. Therefore, culturally responsive literacy
To bring about a true transformation of the current education system, we need to better understand the culturally responsive practices and their potential for improving student learning outcomes (Elmore, 2000). In doing so we need to explore the aspects of changing school curriculum and policy in order to cater for the ever changing cultural diversity and identities in our population. Aghaei, Lie & Noor (2015) describes cultural identity(s) as a significant "source of meaning and experience" constructed by and connected to the cultural context of the external world. Furthermore, cultural identity(s) is constructed by increasing complexities of what construct literacy and multi-literate practices in twenty first century as a constantly changing socially and culturally diverse, globalized and technological era (Aghaei et al., 2015). Multi-literacies aim to make classroom teaching more inclusive of cultural, linguistic, communicative, and technological diversity. They advocate this so that students will be better prepared for a successful life in a globalized world (Learning Theories, 2016). Research has shown that cultural identity is linked to literacy development. Many researchers highlighted that students' cultural identities should be more valued in the classroom in order to increase participation and success for marginalized groups of students. Therefore, culturally responsive literacy