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Theory: Culturally Relevant Teaching “... culturally relevant teaching…

- - - - Strategy: "These students (a) read and wrote critically about their perspectives on school and college (organizational), (b) interrogates the extent to which the sponsoring university's claim that it served people from diverse backgrounds was aligned with their own perspectives and experiences (representational), (c) built trusting relationships with instructors (intersubjective), and (d) recast their own internal narratives about educational merit from individualistic to more community oriented perspectives (experiential) (Nūnez, 2014)."
    - - Concept: "Unlike code-switching, code-meshing recognizes the ways in which more than one dialect can be and is integrated for rhetorical Effect. Code-meshing also recognizes the increasingly globalized and multilingual contexts in which we work and learn (Chisholm & Godley, 2011)."
        
        Strategy: "...Teachers and researchers be cautious about assuming that students identify wholly with one dialect, especially the vernacular dialect spoken in their communities. Given the fund nature of students' linguistic identities demonstrated (in this study and elsewhere), we would like to see language instruction that includes ... notions of code-meshing (Chisholm & Godley, 2011)."
        
        Strategy: " ... engage diverse students in meaningful learning about language and ... to begin to change the erroneous language attitudes widely held in the United States (Chisholm & Godley, 2011)."
    - - Strategy: "As a digital technology, the possibilities of digital storytelling for sharing are extensive. Students could present their digital stories to their classroom peers for discussion and feedback. Teachers also might take advantage of the digital format of digital storytelling to build their classroom libraries with high-interest, appropriately leveled texts for students to read during independent reading in readers' workshop. Finally, children and adolescents could share their digital stories online and participate in broader, digital, global communities that might include children and adolescents with similar backgrounds and experiences (Hagood & Skinner, 2008)."
- - - - Strategy: "Engaging culturally and linguistically diverse youth through performance poetry (Hickey, 2014)."
        
        "Model a personal and/or creative poem in the classroom. Explain to students that choice of words used to develop your poem (Hickey, 2014)."
        
        "Demonstrate to students multiple ways of performing a poem. peer performance, group performance, audio recording, and video are alternative forms of performing(Hickey, 2014)."
        
        "Select multicultural poetry that connects with students' lives. This will elicit classroom discussion (Hickey, 2014)."
        
        "Provide space and time for performance poetry and student discussion in the classroom It is key for students to provide feedback on their work and to acknowledge each others' literacy talents (Hickey, 2014)."
    - - Strategy: "First, as teachers, we need to recognize the inherent political, social, and cultural undercurrents in all texts that constitute our curricula. These ideologies have a powerful influence on our students' participation in the curriculum, Second, as teachers, we need to accommodate all the ways those texts will inevitably marginalize and disempower some students in our classes. ... Third, while there is strong scholarship about culturally responsive teaching, this article presents the article for coupling it with a critical literacy perspective (Kessler, 2011)."
    - - Strategy: "... terms that promote the spirit of the 14th Amendment such as Emergent Bilingual (EB) should be embraced and introduced when we write about learners who come from linguistically and culturally diverse backgrounds (Lines, 2013)."
      - Strategy: "The term Emergent Bilingual implies that a goal of education, for children who speak a language other than English, should be competence in not one but two languages and is in sharp contrast to the term English Language Learner (Lines, 2013).