Culturally Responsive Teachers of English Language Learners: A Qualitative Case Study
Date
2024
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Abstract
The steady increase in English language learners (ELLs) in United States schools has affected instructional approaches. Culturally responsive education (CRE) is one approach to addressing diverse learners’ needs. The problem was many elementary school educators have not received professional development in the application of culturally responsive education (CRE) strategies to create learning environments in which ELLs’ academic and social growth is effectively and appropriately supported. The purpose of this explanatory case study was to ascertain what types of professional development might support teachers’ application of CRE strategies in the instruction of elementary ELLs. The literature suggested a need for research on teacher perceptions of CRE application. Grounded in the theories of culturally relevant pedagogy and culturally responsive teaching, this research examined how CRE training impacts teachers’ classroom practice, how CRE meets ELLs’ academic and sociocultural needs, and how teachers perceive the effects of CRE on ELLs. Participants were certified elementary school teachers with an English to Speakers of Other Languages (ESOL) endorsement who taught in the U.S. Fifteen teachers participated in a questionnaire, and three participated in semistructured interviews. Thematic analysis revealed themes regarding teachers’ need for training to increase cultural awareness, to support ELLs’ sociocultural and language learning needs, and to create classrooms in which ELLs feel respected and safe. Results suggested educators need CRE training to employ specific classroom practices to meet the needs of ELLs. Recommendations include proposed training foci, suggestions for further research, and a call for CRE training as a requirement for all educators.
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Keywords
culturally responsive teaching, multilingual learners, culturally responsive teacher training, English language learners