Culturally Responsive Teaching Essay

Culturally responsive teaching is defined by Gay (2002) as the use of cultural characteristics, experiences, and perspectives of ethnically diverse students as channels for teaching them more effectively. It is based on the assumption that presenting academic content and skills to diverse students as something that they are likely to know or have experienced, the content will be more meaningful and easily retained. Likewise, culturally responsive teaching helps students to feel more welcome, and is effective not only for diverse students and ELLs, but also students that are a part of a low socioeconomic status (SES). According to Gay (2002), there are five components to developing successful culturally responsive teachers: developing a cultural diversity knowledge base, developing culturally relevant curricula, demonstrating cultural caring and building a learning community, exhibiting cross-cultural communications, and delivering cultural congruity in classroom instruction. Culturally responsive teaching denotes that teachers need not only be adept with content knowledge and pedagogical skills,

With inadequate or incorrect knowledge, teachers cannot engage in classroom practices that are best suited for all learners. Research suggests that educational experiences and levels may make or break teachers when it comes to being open and effective in reaching ELL students. Byrnes, Kigler, and Manning (1997) surveyed 191 classroom teachers from Arizona, Utah, and Virginia in order to gage teacher attitudes about language diversity. 13 items were measured and there were five independent variables that assessed experiences with ELL students. Data from the survey was analyzed using analysis of variance technique (ANOVA). There were four positive variables that were found to be associated with positive language attitudes among the teachers surveyed, and a graduate degree (held by 24% of those surveyed) was one of these