期刊名称：Electronic Journal of Literacy through Science
电子版ISSN：1934-6670
出版年度：2007
卷号：6
出版社：University of California, Davis
摘要：The demographic shifts in the student population along with accountability legislation have led to changes in school curriculum and instruction. Schools are being held accountable for the improved achievement of all students. However, meeting the educational needs of students from culturally and linguistically diverse backgrounds is a major challenge for most teachers. How can teachers work effectively with students who speak a different language and come from a distinctly different culture? How do teachers provide quality science instruction to these students so that they have the academic foundation to be successful in school? What is the role of the principal? Research suggests that a teacher’s knowledge and skill in working with culturally and linguistically diverse students may impact student success (Au & Raphael, 2000; Cummins, 1996; Garcia, 1994; Gay, 2000; Ladson-Billings, 1994). When a teacher understands a student’s background, culture, and language, and uses these characteristics as strengths to build upon, the student is validated and more likely to succeed. Further, teachers who understand their students’ cultures and backgrounds are better able to design instruction that best meet their needs. This way of teaching is referred to in the literature as “culturally relevant pedagogy” (Gay, 2000; Ladson-Billings, 1994). Culturally relevant pedagogy refers to instructional practices that build on the premise that the way students learn differs across cultures. In order to maximize learning opportunities for students, teachers must gain knowledge about the cultures represented in the classrooms, and then translate this knowledge into instructional practices (Gay, 2000; Ladson-Billings, 1994; Villegas, 1991).
