Abstract
The new mainstream classroom is both multilingual and multicultural. How prepared are teachers to work with English language learners and students with interrupted or informal education? This study aimed to determine if teacher growth mindset and cultural competency significantly predicted teacher’s use of responsive teaching practices with English language learners. Utilizing a multiple regression model, growth mindset and cultural competency did not predict teacher’s use of responsive teaching practices. However, by conducting an itemized analysis of the cultural competency survey, certain items stood out as potential predictors of responsive teaching practices. Results from this study suggest that the cultural competency survey and scenarios from the responsive teaching practices survey may be adapted to support school districts in providing quality professional development with their teachers and support staff.
Recommended Citation
Thiry, B., & Concannon, J. P. (2021). Multilingual and Multicultural Education: The Intersectionality of Culture Mindset and Instructional Practices. Journal of English Learner Education. (12)1.
Retrieved from https://stars.library.ucf.edu/jele/vol12/iss1/4
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Elementary Education Commons, Language and Literacy Education Commons, Other Educational Administration and Supervision Commons, Teacher Education and Professional Development Commons
