Introspections on In-Service Teachers' Intercultural Responsiveness Skills for English Language Learners

Alina Slapac; Kim H. Song; Cynthia C. Chasteen; Kim Song

doi:10.4018/978-1-5225-1067-3.ch029

Introspections on In-Service Teachers' Intercultural Responsiveness Skills for English Language Learners

Alina Slapac, Kim H. Song, Cynthia C. Chasteen, Kim Song

University of Missouri-St. Louis

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

This chapter discusses the successes, concerns and challenges faced by in-service teachers in the instruction of English Learners (ELs). The constructs of intercultural responsiveness (IR), cultural competence (CC), linguistic competence (LC) and professional development (PD) are used as conceptual frameworks. The researchers are drawing on data gathered at a statewide conference focused on dual language (DL) education from five focus group interviews and informal conversations with twenty-seven in-service teachers and administrators at all levels of education, and the researchers' field notes .Vignettes of the participants' voices highlight their perspectives and experiences working with ELs. The authors hope that these stories of celebrations and struggles will engage other teachers and administrators to take a deeper look into their personal practices and pedagogies of working with ELs.

Original language	American English
Title of host publication	Intercultural Responsiveness in the Second Language Learning Classroom
DOIs	https://doi.org/10.4018/978-1-5225-1067-3.ch029
State	Published - 2017

Keywords

Cultural Competence
Intercultural Responsiveness
Linguistic Competence

Disciplines

Education
Bilingual, Multilingual, and Multicultural Education
Curriculum and Instruction
Teacher Education and Professional Development
Political Science

Access to Document

10.4018/978-1-5225-1067-3.ch029License: Unspecified

Slapac, Song, Chasteen chapter_stamped.pdfFinal published version, 265 KBLicense: Unspecified
Slapac, Song, & Chasteen chapter_stamped.pdfFinal published version, 265 KBLicense: Unspecified

Cite this

@inbook{19fef30d515f4c079e93e89a2af2cdb2,

title = "Introspections on In-Service Teachers' Intercultural Responsiveness Skills for English Language Learners",

abstract = " This chapter discusses the successes, concerns and challenges faced by in-service teachers in the instruction of English Learners (ELs). The constructs of intercultural responsiveness (IR), cultural competence (CC), linguistic competence (LC) and professional development (PD) are used as conceptual frameworks. The researchers are drawing on data gathered at a statewide conference focused on dual language (DL) education from five focus group interviews and informal conversations with twenty-seven in-service teachers and administrators at all levels of education, and the researchers' field notes .Vignettes of the participants' voices highlight their perspectives and experiences working with ELs. The authors hope that these stories of celebrations and struggles will engage other teachers and administrators to take a deeper look into their personal practices and pedagogies of working with ELs.",

keywords = "Cultural Competence, Intercultural Responsiveness, Linguistic Competence",

author = "Alina Slapac and Song, {Kim H.} and Chasteen, {Cynthia C.} and Kim Song",

year = "2017",

doi = "10.4018/978-1-5225-1067-3.ch029",

language = "American English",

booktitle = "Intercultural Responsiveness in the Second Language Learning Classroom",

}

TY - CHAP

T1 - Introspections on In-Service Teachers' Intercultural Responsiveness Skills for English Language Learners

AU - Slapac, Alina

AU - Song, Kim H.

AU - Chasteen, Cynthia C.

AU - Song, Kim

PY - 2017

Y1 - 2017

N2 - This chapter discusses the successes, concerns and challenges faced by in-service teachers in the instruction of English Learners (ELs). The constructs of intercultural responsiveness (IR), cultural competence (CC), linguistic competence (LC) and professional development (PD) are used as conceptual frameworks. The researchers are drawing on data gathered at a statewide conference focused on dual language (DL) education from five focus group interviews and informal conversations with twenty-seven in-service teachers and administrators at all levels of education, and the researchers' field notes .Vignettes of the participants' voices highlight their perspectives and experiences working with ELs. The authors hope that these stories of celebrations and struggles will engage other teachers and administrators to take a deeper look into their personal practices and pedagogies of working with ELs.

AB - This chapter discusses the successes, concerns and challenges faced by in-service teachers in the instruction of English Learners (ELs). The constructs of intercultural responsiveness (IR), cultural competence (CC), linguistic competence (LC) and professional development (PD) are used as conceptual frameworks. The researchers are drawing on data gathered at a statewide conference focused on dual language (DL) education from five focus group interviews and informal conversations with twenty-seven in-service teachers and administrators at all levels of education, and the researchers' field notes .Vignettes of the participants' voices highlight their perspectives and experiences working with ELs. The authors hope that these stories of celebrations and struggles will engage other teachers and administrators to take a deeper look into their personal practices and pedagogies of working with ELs.

KW - Cultural Competence

KW - Intercultural Responsiveness

KW - Linguistic Competence

U2 - 10.4018/978-1-5225-1067-3.ch029

DO - 10.4018/978-1-5225-1067-3.ch029

M3 - Chapter

BT - Intercultural Responsiveness in the Second Language Learning Classroom

ER -