TRIPLE ENTRY JOURNAL

As You Read As You Read or After You Read After You Read
KEY VOCABULARY,
PATTERNS, AND COCEPTS
Culturally responsive Culturally responsive pedagogy can Some parents would argue that
pedagogy- educator be institutional, personal, and their child, a non-ELL, “does not
and teaching instructional. Here, instruction is need cultural education; it could
practices based on a student’s past cultural be a waste of time” they may
and ethnic experience upon which think. However, it not only helps
the teacher bases her planning- for the ELL or immigrant or refugee
teaching listening, speaking, student to feel accepted, but
reading, and writing- in order to also makes other non-ELL
make learning more effective, children socio-culturally aware
customized, and considerately and morally rich.
inclusive. This pedagogy responds Practices for culturally
to cultures of students actually responsive pedagogy:
present in a classroom. It connects o empathy
new knowledge to the background o care
knowledge that a student already o growth mindset
has. o reflection of self-belief
Multicultural This is different from culturally and cultural frames of
education responsive pedagogy. Here reference
education could be delivered to a o knowledge of diversity in
group of students from similar the classroom
cultures, but they learn about o effective communication
different perspectives of different o engagement
cultures and societies.
o invitation to participate
o identify and present
opportunities

Ethnicity, race, and Refugees and immigrants come “Why is it our job to take care of
past experiences from different ethnicities and races, their unpleasant pasts?”
and an educator should therefore We are taking care of their, and
include culturally responsive our society’s, present and
pedagogies. future. They are going to be
important parts of our society.
For enjoying a responsible
society, we need help our
students learn to be accountable
citizens.
Mental health and Students have different mental “Yes, when Jo moved to
cognitive ability capacities. Some are particularly Canada, he was 10 years old.
altered when they face He used to be angry and sad
considerable troubles and cannot most of the time and didn’t pay
get formal education due to attention in the classroom. Many
environment around them in their of his peers, and even his
home countries. teachers thought he was not-so-
bright. It turned out, he was
just missing his friends and did
not feel like engaging. Now, he
is one of the most studious
students.”
Family and family Some families are individualistic, Collectivist cultural value- “It is
structures and some are collective. Families of utmost importance that my
could be a mix of both but mostly child behaves well in the
are oriented more toward one kind classroom. Speaking up in front
of cultural approach. of adults is not something we
appreciate.”
Faith Faith also plays a big role when it “We do not celebrate certain
comes to beliefs and value holidays and festivals. I would
systems. These directly or like my child not to engage if
indirectly influence children class activities are set around
behaviours in classrooms, and an those occasions. He can sit
educator should be mindful of aside and read his story book.”
common do’s and don’ts.
SES Socio-economic status is a big Research has shown that
factor. It decides values and beliefs students in low income
one brings into the classroom. It households could value getting
also influences, as research shows, the job done as a group, when
how individual or collective one students from a different
culturally is. household would want to figure
a solution out all by themselves,
individually.
Self-identity Each individual has a self-concept Students may feel pressured to
and feels supported when allowed fit into the new normal when
to share the same. Students, they don’t really want to.
natives or immigrants, also hold Creating diversity respecting
identity attributes gained so far. and safe classroom
Teachers can make sure not to environments shall help
harm them when helping them in students to be who they are.
process of acculturation.
Student achievement A culturally responsive teaching “I was able to succeed because
and learning environment helps my teacher believed in me. She
students to celebrate success. It set up weekly goals that I used
leads to increased confidence and to aim for. I knew she will be
accelerated language acquisition. there for me even if I fail.”
Constructivist Inquiry-based learning and This approach argues that
approach integration of knowledge of lived knowledge building is reciprocal
experiences. which means each member in a
classroom learns from the other
one and one’s experiences.