Classroom Practices for Supporting Culturally and Linguistically Diverse Learners’ Success
Presentation: Aloysius Anyichie
Session F | 11:50- 12:30 | Location: Room 304
The presence of culturally and linguistically diverse learners (i.e. students from different cultural backgrounds and with different languages) in Canadian classrooms offers opportunities and challenges to both teachers and students. Given diverse learners’ affordances (e.g. opportunities for enrichment of ideas) and challenges (e.g. lack of engagement in meaningful learning that connects to their prior knowledge and experience), fostering their active learning is crucial for their success.
The purpose of this presentation is to advance our understanding of how educators can support culturally and linguistically diverse learners’ active learning and success using A Culturally Responsive Self-Regulated Learning (CR-SRL) Framework (Anyichie & Butler, 2017). The goal, therefore, is to facilitate discussions with participants on how to implement this framework in their classroom contexts.
Culturally Responsive Teaching (CRT) research documents evidence of pedagogical practices in support of diverse learners’ success (Gay, 2002, 2010; Villegas & Lucas, 2002; Wlodkowski & Ginsberg, 1995). Also, Self-regulated Learning (SRL) research generates pedagogical practices that empower learners’ ownership of their learning (Perry & VandeKamp, 2000; Perry, 2013). A CR-SRL Framework combining CRT and SRL pedagogical practices (Anyichie & Butler, 2017) was developed to illustrate how educators can design supportive classroom environment for culturally diverse Learners. This framework includes (a) classroom foundational practices; (b) designing CR-SRL practices; and (c) dynamic supportive practices.
This interactive presentation will: (a) review the potentials and challenges of culturally and linguistically diverse learners in classroom context; (b) offer opportunities for participants to reflect and share on their experiences of teaching culturally and linguistically diverse learners; (c) offer supportive practices based on CR-SRL framework; and (d) provide opportunities for participants to collaborate with others in generating new practices to address challenges of their students from diverse cultural backgrounds and with different languages.