Public school teachers’ perceptions of students’ diversity, cultural, and linguistic needs in the United States
The need for culturally and linguistically sustaining teaching has become more apparent as school communities across the United States continually grow in cultural and linguistic diversity. This study investigated equity-based instruction for Culturally and Linguistically Diverse (CLD) studen...
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| Format: | Article |
| Language: | English |
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Universitas Ahmad Dahlan
2023-06-01
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| Series: | English Language Teaching Educational Journal |
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| Online Access: | http://journal2.uad.ac.id/index.php/eltej/article/view/8011 |
| _version_ | 1797294261996093440 |
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| author | Sedighe Zamani Roodsari |
| author_facet | Sedighe Zamani Roodsari |
| author_sort | Sedighe Zamani Roodsari |
| collection | DOAJ |
| description |
The need for culturally and linguistically sustaining teaching has become more apparent as school communities across the United States continually grow in cultural and linguistic diversity. This study investigated equity-based instruction for Culturally and Linguistically Diverse (CLD) students by examining public school teachers’ perceptions of preparation for diversity and inclusion of CLD students. A CLD research-based survey was designed and administered to 200 elementary and secondary school teachers in ten public schools in the United States. The study examined teachers’ perceptions, attitudes, self-awareness, and preparation toward CLD students’ cultural and linguistic needs. The analysis of the data uncovered evidence related to the themes of CLD instructional awareness and preparation in participants regarding their gender, race, age, ESL experience, highest degree, and years of teaching. The major findings of the study revealed the role of CLD-related training and awareness on the effectiveness of teacher preparation and their perceptions of the diversity of the students. The study concluded by providing implications for teachers, schools, educators, and policymakers on providing an equity-based educational environment for all students including the CLD ones.
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| first_indexed | 2024-03-07T21:27:41Z |
| format | Article |
| id | doaj.art-525f63db0fde44a1901e5248dbee0146 |
| institution | Directory Open Access Journal |
| issn | 2621-6485 |
| language | English |
| last_indexed | 2024-03-07T21:27:41Z |
| publishDate | 2023-06-01 |
| publisher | Universitas Ahmad Dahlan |
| record_format | Article |
| series | English Language Teaching Educational Journal |
| spelling | doaj.art-525f63db0fde44a1901e5248dbee01462024-02-27T04:23:16ZengUniversitas Ahmad DahlanEnglish Language Teaching Educational Journal2621-64852023-06-015310.12928/eltej.v5i3.8011Public school teachers’ perceptions of students’ diversity, cultural, and linguistic needs in the United StatesSedighe Zamani Roodsari0Auburn University The need for culturally and linguistically sustaining teaching has become more apparent as school communities across the United States continually grow in cultural and linguistic diversity. This study investigated equity-based instruction for Culturally and Linguistically Diverse (CLD) students by examining public school teachers’ perceptions of preparation for diversity and inclusion of CLD students. A CLD research-based survey was designed and administered to 200 elementary and secondary school teachers in ten public schools in the United States. The study examined teachers’ perceptions, attitudes, self-awareness, and preparation toward CLD students’ cultural and linguistic needs. The analysis of the data uncovered evidence related to the themes of CLD instructional awareness and preparation in participants regarding their gender, race, age, ESL experience, highest degree, and years of teaching. The major findings of the study revealed the role of CLD-related training and awareness on the effectiveness of teacher preparation and their perceptions of the diversity of the students. The study concluded by providing implications for teachers, schools, educators, and policymakers on providing an equity-based educational environment for all students including the CLD ones. http://journal2.uad.ac.id/index.php/eltej/article/view/8011awarenesspreparationperceptionsCulturally and Linguistically Diverseculturally and linguistically responsive teaching |
| spellingShingle | Sedighe Zamani Roodsari Public school teachers’ perceptions of students’ diversity, cultural, and linguistic needs in the United States English Language Teaching Educational Journal awareness preparation perceptions Culturally and Linguistically Diverse culturally and linguistically responsive teaching |
| title | Public school teachers’ perceptions of students’ diversity, cultural, and linguistic needs in the United States |
| title_full | Public school teachers’ perceptions of students’ diversity, cultural, and linguistic needs in the United States |
| title_fullStr | Public school teachers’ perceptions of students’ diversity, cultural, and linguistic needs in the United States |
| title_full_unstemmed | Public school teachers’ perceptions of students’ diversity, cultural, and linguistic needs in the United States |
| title_short | Public school teachers’ perceptions of students’ diversity, cultural, and linguistic needs in the United States |
| title_sort | public school teachers perceptions of students diversity cultural and linguistic needs in the united states |
| topic | awareness preparation perceptions Culturally and Linguistically Diverse culturally and linguistically responsive teaching |
| url | http://journal2.uad.ac.id/index.php/eltej/article/view/8011 |
| work_keys_str_mv | AT sedighezamaniroodsari publicschoolteachersperceptionsofstudentsdiversityculturalandlinguisticneedsintheunitedstates |