Challenges of teaching culturally and linguistically diverse students in K-2 classrooms
Cintron, Anna (2018)
Cintron, Anna
Tampereen ammattikorkeakoulu
2018
All rights reserved
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2018120419982
https://urn.fi/URN:NBN:fi:amk-2018120419982
Tiivistelmä
The schools across the United States are seeing a growing number of culturally and lin- guistically diverse students. As the population in the U.S. continues to become more diverse, there is an urgent need for the school districts to adapt to the change. Multicul- tural education isn’t a new movement among educators, but in recent years it has gained more attention due the high demand of meeting the needs of diverse learners. The need for culturally responsive classrooms is evident, and although the process of implement- ing multicultural pedagogy is slow, it is necessary.
This study was conducted at Lakewood City Schools, in Lakewood Ohio, and included all kindergarten, first grade and second grade teachers at all seven elementary schools within the city’s school district boundaries. The case study was conducted by using qualitative and quantitative methods, and the purpose of this research was to find out the challenges that kindergarten, first and second grade teachers face daily while teaching culturally and linguistically diverse students. Mixed methods were used to gain deeper understanding of the teachers’ responses. The data collected from questionnaire and the interviews were analyzed carefully, and it was concluded that teachers feel more pre- pared to teach linguistically diverse students than culturally diverse students. This lead the study to focus on teachers’ mindsets, and it was discovered that in order to be a cul- turally responsive teacher one needs to have a growth mindset rather than a fixed mind- set.
Furthermore, after finding what the challenges are it is my attempt to name strategies and practices that teachers can use to create more culturally responsive classrooms for all students. Previous research conducted on the topic is used to name successful meth- ods that have been used in other school districts to implement culturally responsive classrooms. However, ultimately it is the teachers themselves who has the greatest in- fluence on students and their learning.
This study was conducted at Lakewood City Schools, in Lakewood Ohio, and included all kindergarten, first grade and second grade teachers at all seven elementary schools within the city’s school district boundaries. The case study was conducted by using qualitative and quantitative methods, and the purpose of this research was to find out the challenges that kindergarten, first and second grade teachers face daily while teaching culturally and linguistically diverse students. Mixed methods were used to gain deeper understanding of the teachers’ responses. The data collected from questionnaire and the interviews were analyzed carefully, and it was concluded that teachers feel more pre- pared to teach linguistically diverse students than culturally diverse students. This lead the study to focus on teachers’ mindsets, and it was discovered that in order to be a cul- turally responsive teacher one needs to have a growth mindset rather than a fixed mind- set.
Furthermore, after finding what the challenges are it is my attempt to name strategies and practices that teachers can use to create more culturally responsive classrooms for all students. Previous research conducted on the topic is used to name successful meth- ods that have been used in other school districts to implement culturally responsive classrooms. However, ultimately it is the teachers themselves who has the greatest in- fluence on students and their learning.