Exploring the Intersection of Evidence-Based Practices and Culturally and Linguistically Responsive Practices. (September 2018)

• Record Type: Journal Article
• Authors: Linan-Thompson, Sylvia; Lara-Martinez, Julie A.; Cavazos, Linda O.
• Other Names: Spies Tracy G. guest-editor.; Cheatham Gregory A. guest-editor.
• Is Part Of: Intervention in school and clinic. Volume 54:Number 1(2018:Sep.)
• Page Start: 6
• Page End: 13
• Publication Date: 2018-09
• Subjects: bilingual issues -- diversity -- diversities -- instruction; Learning disabled children -- Education -- Periodicals; Problem children -- Education -- Periodicals; Behavior disorders in children -- Periodicals; Special education -- Periodicals; 371.9
• DOI: 10.1177/1053451218762574
• Languages: English
• ISSNs: 1053-4512

Abstract

Culturally and linguistically diverse learners with and without learning disabilities enrolled in public schools are tasked with learning content, a new culture, and a new language. Meeting their language and literacy needs requires systematic use of evidence-based practices and deep knowledge of culturally and linguistically responsive practices that address their instructional, social, and language needs. Based on observations of teachers in multilingual classroom, four culturally and linguistically responsive practice were identified: (a) consistent use of evidence-based instructional practices for students who are English learners, (b) integration of culturally responsive pedagogy with evidence-based instructional practices, (c) use of relational interaction practices that build trust and respect between teachers and students, and (d) use of flexible language practices. Vignettes of actual observation data contrast typical practice and culturally and linguistically responsive practice.