Acknowledging Challenges and Embracing Innovative Instructional Practices in Response to Cultural and Linguistic Diversity

Carla Wood, Mary Claire Wofford and Abby Hassinger

SAGE Open, 2018, vol. 8, issue 2, 2158244018771110

Abstract: Aims of the current study were to explore teachers’ background, beliefs, attitudes, and sense of self-efficacy, as well as instructional supports and innovative practices in response to cultural and linguistic diversity in classrooms serving Spanish-English speaking children of migrant workers. A total of 22 teachers participated in semi-structured interviews regarding linguistic diversity in the classroom. Their responses were transcribed and qualitative analysis procedures were utilized to deconstruct units. Individual units were then clustered by similarities and differences into themes and subcategories of themes. Teacher responses to the interview questions produced themes: awareness of cultural and linguistic diversity, issues and challenges, and innovative instructional supports and practices. Participating teachers commented on general supports designed to assist communication between English Learners (EL) and the teacher or peers, facilitate communication with parents of ELs, and embrace and promote responsiveness to cultural linguistic diversity (CLD) in the classroom. Teachers identified specific supports to intensify instruction, including (a) employing multiple modalities, (b) increasing experience and exposure, and (c) providing individualized support. Additional resources and support are warranted to identify and disseminate effective practices to provide intensified instruction and support to ELs.

Keywords: interpersonal communication; human communication; communication studies; communication; cultural communication; speech communication; social sciences; educational research; education; academics; language teaching; language studies; humanities; media & society; mass communication; intercultural communication; race/gender (search for similar items in EconPapers)
Date: 2018
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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:8:y:2018:i:2:p:2158244018771110

DOI: 10.1177/2158244018771110

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