Establishing a framework for blending intercultural education with differentiated instruction

Understanding inclusion in teacher education – a view from student teachers in England

“…Nevertheless, the concept of inclusion can be successfully integrated into initial teacher education programmes as a number of studies have shown (Young and Florian, 2013;Walton and Lloyd, 2012). This raises the possibility of training teachers who can act as agents of change, develop professional knowledge, and an ethic of practice for inclusion, and are capable of combining effective teaching, individualised instruction and intercultural education (Valiandes et al, 2018). In order to adjust ITE to such inclusive parameters, it is important to consider the beliefs of student teachers, and reinforce the importance of developing pupil-centred and critically reflexive practice in the classroom (Lancaster and Bain, 2018).…”

Exploring the impact of blending differentiated instruction with linguistically appropriate practice towards a culturally and linguistically responsive pedagogy: An action research in a reception class

“…Mere implementation of DI techniques set in irrelevant content, with no reference to students' diversity in terms of culture and language is a colorblind pedagogy (Santamaría, 2009). On the other hand, blending DI with LAP contributed to the investigation of interculturally differentiated teaching (Valiandes et al, 2018). Consequently, differentiated lessons were enriched with LAP activities, which use as a resource, learners' cultural and linguistic capital.…”

“…Teachers, not being able to ignore the heterogeneity of language classrooms, may respond to the call of the democratization of education and the 'equity of condition' (Lynch & Baker, 2005), by applying DI. DI is not just another teaching practice, it is a philosophy, an ethos, an alternative perspective to teaching and learning (Santamaría, 2009;Valiandes, Neophytou, & Hajisoteriou, 2018). Tomlinson (1999Tomlinson ( , 2001, an expert in the field of DI, argues that teachers who cater to their students' diverse needs, adopt this new teaching philosophy, where teaching and learning routines are modified in order to address learners' varying levels of readiness, interests and learning profiles.…”

“…Santamaría (2009, p. 240) argues that DI can benefit CLD learners when "it is purposefully adjusted to respond to cultural and linguistic diversity in content, process, and product". Towards this orientation, scholars claim that DI per se is not sufficient if it is not set in the broad context of Culturally Responsive Teaching, henceforth referred to as CRT (Valiandes et al, 2018). Ladson-Billings (2001) has provided specific indicators of CRT.…”

Intercultural and Community Schools. Learning to Live together

“…As [49] argued, education is meaningful if it serves community development, because educational processes are conditioned by and are significant for economic, social, political and cultural structures in the context in which they develop. Every community has theoretical and practical knowledge of itself shared by its members thanks to dialogue and consensus [50,51]; and this knowledge makes it possible to establish processes of local improvement and development in the school community and its particular context. It is important to know how institutions are organised, given that the possibility of producing inclusive interactions relies on it [52].…”