Culturally Relevant Pedagogy also known as Responsive Teaching refers to the cultural competence of teachers. According to Billing (1995), Culturally Relevant pedagogy relies on three vital factors. The first factor entails the necessity of students achieving academic success. The second factor pertains to students developing and/or maintaining cultural competence. The third factor requires the student to develop a critical consciousness through which they challenge the status quo of the current social order. The cultural competence of teachers comes into play by the following: having high expectations for all students, valuing diversity, having cultural self-awareness, flexibility with responding and communicating with cultural differences,
…show more content…
(2001) combines the responsibilities of educators as well as students and the society as one for the benefit of all those involved in creating a unity of a multicultural environment. According to Banks et al. (2001), educators must repeat and build upon the cultural strengths and characteristics that student from diverse groups bring to school. Banks et al. (2001) also states that educators must help students acquire the knowledge, skills, and values needed to become participating citizens of the commonwealth. The unity of multicultural society focuses on twelve principles that are broken down into five categories. Educators are mentioned in the first principle where they should receive the proper professional development programs that cover all areas of multicultural groups so that they may design and implement instructional plans accordingly. The second principle pertains to students targeting high expectations, equal opportunities, low student-teacher ratios, teacher quality, and a safe educational environment. The third principle aims at the curriculum that includes all points of view. The fourth principle centers on the extra-curricular activities that should be available to all students. The fifth principle strives for reducing prejudice by creating subordinating groups in the Intergroup Relations section. The sixth principle concentrates on students learning about stereotyping and its effects. The seventh principle enhances the need for understanding …show more content…
The implications of Multicultural Unity for ELLs also involves cultural competent teachers, students learning, the School Governance, Organization, Equity, and Assessments by providing expectations for all involved with education as a society. Since teachers are required to be culturally competent, students will feel comfortable and safe within the school environment, therefore willing to engage and stay motivated to acquire new knowledge. Students are also required to learn about the distinct cultures by socializing within subgroups and extra-curricular activities. All points of view in the curriculum will impact ELLs since it will include data regarding all cultures. The Intergroup Relations will impact ELLs by helping them reduce anxiety, understanding the issues behind stereotyping and learning the shared values of all cultures so that they may respect others and be respected at the same time. The School Governance will impact Ells by allowing shared, collaborate decision-making with parents. Ells will also be impacted by the multicultural sensitive assessment techniques educators will use since the assessment will correlate
(2001) combines the responsibilities of educators as well as students and the society as one for the benefit of all those involved in creating a unity of a multicultural environment. According to Banks et al. (2001), educators must repeat and build upon the cultural strengths and characteristics that student from diverse groups bring to school. Banks et al. (2001) also states that educators must help students acquire the knowledge, skills, and values needed to become participating citizens of the commonwealth. The unity of multicultural society focuses on twelve principles that are broken down into five categories. Educators are mentioned in the first principle where they should receive the proper professional development programs that cover all areas of multicultural groups so that they may design and implement instructional plans accordingly. The second principle pertains to students targeting high expectations, equal opportunities, low student-teacher ratios, teacher quality, and a safe educational environment. The third principle aims at the curriculum that includes all points of view. The fourth principle centers on the extra-curricular activities that should be available to all students. The fifth principle strives for reducing prejudice by creating subordinating groups in the Intergroup Relations section. The sixth principle concentrates on students learning about stereotyping and its effects. The seventh principle enhances the need for understanding …show more content…
The implications of Multicultural Unity for ELLs also involves cultural competent teachers, students learning, the School Governance, Organization, Equity, and Assessments by providing expectations for all involved with education as a society. Since teachers are required to be culturally competent, students will feel comfortable and safe within the school environment, therefore willing to engage and stay motivated to acquire new knowledge. Students are also required to learn about the distinct cultures by socializing within subgroups and extra-curricular activities. All points of view in the curriculum will impact ELLs since it will include data regarding all cultures. The Intergroup Relations will impact ELLs by helping them reduce anxiety, understanding the issues behind stereotyping and learning the shared values of all cultures so that they may respect others and be respected at the same time. The School Governance will impact Ells by allowing shared, collaborate decision-making with parents. Ells will also be impacted by the multicultural sensitive assessment techniques educators will use since the assessment will correlate