When Immigrant Is Synonymous with Terrorist: Culturally Responsive Teaching with English Learners

Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals

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Culturally Relevant Education; English Language Learners; Immigrants; Preservice Teachers; Elementary School Students; Hispanic American Students; Low Income Groups; Best Practices; Social Studies; Inquiry; Teaching Methods; Teacher Education; Multicultural Education; Equal Education; Political Issues; Professional Identity

10.1080/00377996.2014.930400

0037-7996

The authors examined the effects of inquiry-based teaching by undergraduate preservice teachers in an elementary school composed of low-income Hispanic children for whom English was a second language. Initially, focus was an analysis of preservice teachers' use of best practices for teaching social studies content to English Learners (ELs). The study explored the impact of a diverse field setting on interns' willingness to adopt culturally relevant pedagogy techniques in social studies teaching. This study ultimately examined the impact of culturally responsive teaching among preservice teachers with limited exposure to multicultural ideals or critical pedagogies working with English Learners. Future direction in social studies methods courses to emphasize greater inclusion of global interconnectedness is also discussed.

As Provided

50

2014

EJ1040016