Culturally Responsive Pedagogy: A Critical Literature Review on Preparing English Language Teacher Candidates to Teach Abroad
Open Access
- Author:
- Sharp, Rose
- Area of Honors:
- Applied Linguistics
- Degree:
- Bachelor of Science
- Document Type:
- Thesis
- Thesis Supervisors:
- Sharon Smith Childs, Thesis Supervisor
Sharon Smith Childs, Thesis Honors Advisor
Suresh Canagarajah, Faculty Reader - Keywords:
- applied linguistics
culturally responsive pedagogy
ladson-billings
culturally relevant pedagogy
empathy
teaching
teaching abroad
teacher training - Abstract:
- This literature review explores the evolution of Culturally Relevant Pedagogy (Ladson-Billings, 1990) by examining the literature from the fields of applied linguistics, TESOL, and general education, to understand how Culturally Relevant Pedagogy has been interpreted and implemented in education and suggest that it can be used to prepare individuals with little or no teaching experience or formal teacher education to teach English learners abroad. I begin with a look at the history of Culturally Relevant Pedagogy (Ladson-Billings, 1990) and how it has changed over time to become known as Culturally Responsive Pedagogy (Gay, 2010). I will use the concept of Culturally Responsive Pedagogy as the focus of my paper and explore how that has been applied in different teaching and learning contexts. I then examine the concept of culture from a Culturally Responsive Pedagogy perspective before providing an analysis of the research on existing English language teacher preparation programs (Aronin & Spolsky, 2010; Storti et al., 2011; Orosz, 2018; Karim & Mohamed, 2019), narrative-style studies on teaching in a foreign or multicultural classroom (Stewart, 2016; Freeman, 2015; Baskerville, 2009), and teacher education programs at accredited institutions all designed to implement CRP (i.e., Culturally Responsive Pedagogy) in different contexts (Islam & Park, 2015; Yang, 2008).