What Happens when Culturally Responsive Teaching is implemented in the English Language Learning Classroom as Part of Instruction?

Abstract

Recent studies have shown that the proportion of English Language Learner (ELL) students in our school systems has increased significantly. Chabot (2021) stated that “ELL students make up one of every 10 students in the public-school classrooms in the U.S.” In this article, Chein Li, Associate professor of school psychology at Northeastern, is quoted as saying that “ELL students are often left behind due to the linguistic, cultural and economic hurdles that can derail their education and their life-long potential.” In other words, ELL students are being neglected by school systems that do not have the resources, qualified personnel, or commitment to help ELL students be included. The purpose of this study was to explore the experiences and capabilities of an ELL student in a classroom in which the teacher established positive and authentic relationships with students by using culturally responsive teaching (CRT). The primary data in this qualitative researcher-practitioner study were drawn from video-recordings of sessions in which CRT was implemented. Another data source was the practitioner’s reflective journal documenting observations of daily classroom activities and conferences with individual students. It was found that exposing ELL students to rich academic language through topics in which they were interested helped them improve their academic performance. Practicing culturally responsive teaching (CRT) also helped ELL students to feel included and valued while learning similarities and differences among cultures. The lessons created by the practitioner promoted language learning and critical thinking by emphasizing collaboration among students and providing positive reinforcement. Overall, it was concluded that CRT can help ELL students develop a sense of belonging in school and promote their language learning through collaboration and the use of the funds of knowledge they bring to the classrooms.