Improving Active Classroom Participation of ESL Students: Applying Culturally Responsive Teaching Strategies

Chen, Dianbing; Yang, Xinxiao

doi:10.17507/tpls.0701.10

Cited by 16 publications

(12 citation statements)

References 10 publications

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“…There is an increasing body of literature on CRT practices in language classrooms and English language teacher education. Recent studies carried out with in-service teachers of English have provided insights about to what extent teachers apply CRT in the classroom (Rhodes, 2013), how effectively they address cultural diversity (Chen & Yang, 2017) along with the effects of such practices (Heineke, 2014;Lin, 2015) and teachers' competency on CRT (O'Keeffe, 2019;Smith, 2020). Many of such studies encapsulate the need for teaching English in a culturally and linguistically responsive way and research investigating CRT practices of in-service teachers of English.…”

Section: Crt and English Language Teachingmentioning

confidence: 99%

Personal and Professional Readiness of In-service Teachers of English for Culturally Responsive Teaching

Zorba¹

2020

EJER

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The aim of this study was twofold. First, it investigated the extent to which in-service teachers of English were personally and professionally ready to carry out culturally responsive teaching (CRT). Second, it aimed to understand teachers' perceptions of CRT.Research Method: This study was carried out in a sequential explanatory mixed methods design. Accordingly, first quantitative data were gathered in the first phase through administering CRT readiness scale. In the second phase, qualitative data were gathered through semi-structured interviews to gain detailed insights about their perceptions. A total number of 415 in-service teachers of English participated in the quantitative phase of the study, and 12 teachers participated in the semi-structured interviews.

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Section: Crt and English Language Teachingmentioning

confidence: 99%

Personal and Professional Readiness of In-service Teachers of English for Culturally Responsive Teaching

Zorba¹

2020

EJER

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“…Additionally, volunteer instructors may not be fully equipped to work with adult ELL students’ diverse cultures and belief systems. Chen and Yang () found that cultural knowledge of student backgrounds and application of culturally responsive teaching strategies did not come naturally for some volunteer instructors. In their study, they found that instructors of adult ELLs fell into two camps: those who did not recognize their students’ cultures and those who recognized students’ cultures but failed to integrate them properly into their teaching.…”

Section: Need For Training Volunteer Esl Instructorsmentioning

confidence: 99%

“…Instructors incorporating these strategies saw increased student participation in class and student communication skill achievement. Consequently, volunteer instructors need training on knowing their students’ culture and weaving it into classroom learning and teaching in order to provide “an inclusive, safe, and interacting learning setting” (Chen & Yang, , p. 79).…”

Section: Need For Training Volunteer Esl Instructorsmentioning

confidence: 99%

Training dilemmas and recommendations with volunteer instructors in small, faith‐based adult ESL programs

Durham

Kim

2018

TESOL Journal

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Faith‐based adult English as a second language (ESL) programs provide beneficial services to the underserved adult English language learner (ELL) population in the United States (Chao & Mantero, ). However, these programs face a critical training dilemma, often lacking qualified volunteer instructors and the time or resources to train them, which can negatively impact student learning (Chao & Kuntz, ; Pennycook & Coutand‐Marin, ; Perry & Hart, ). Directors in these programs grapple with the realities of their volunteer workforce and faith context while providing the instructor training necessary to meet student needs and facilitate high‐quality instruction. Nevertheless, research has overlooked smaller volunteer‐run ESL programs (Mathews‐Aydinli, ), primarily focusing on ESL programs in K–12 and higher education settings. In order to understand the complex instructor training dilemma that faces faith‐based ESL programs and provide some solutions, this article discusses the current status of adult English language education in the United States, highlights the need for training volunteer instructors in faith‐based adult ESL programs, and examines the constraints of developing training in these programs. The article concludes with recommendations for teacher training along with several suggestions for future research to adequately address student needs in small, faith‐based adult ESL contexts.

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“…At the base level, the presence versus absence of student participation is one important indicator of classroom quality (Chen & Yang, 2017). Further, the extent to which most students volunteer to participate (versus just a few) stems from whether teachers have been successful…”

Section: C73 Students Volunteer To Participate In the Classroommentioning

confidence: 99%

Evidence-Based Teaching: Effective Teaching Practices in Primary School Classrooms

Molina¹,

Pushparatnam²,

Rimm‐Kaufman³

et al. 2018

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The Policy Research Working Paper Series disseminates the findings of work in progress to encourage the exchange of ideas about development issues. An objective of the series is to get the findings out quickly, even if the presentations are less than fully polished. The papers carry the names of the authors and should be cited accordingly. The findings, interpretations, and conclusions expressed in this paper are entirely those of the authors. They do not necessarily represent the views of the International Bank for Reconstruction and Development/World Bank and its affiliated organizations, or those of the Executive Directors of the World Bank or the governments they represent.

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Improving Active Classroom Participation of ESL Students: Applying Culturally Responsive Teaching Strategies

Cited by 16 publications

References 10 publications

Personal and Professional Readiness of In-service Teachers of English for Culturally Responsive Teaching

Personal and Professional Readiness of In-service Teachers of English for Culturally Responsive Teaching

Training dilemmas and recommendations with volunteer instructors in small, faith‐based adult ESL programs

Evidence-Based Teaching: Effective Teaching Practices in Primary School Classrooms

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