equity themes > culturally and linguistically responsive instruction
Culturally and Linguistically Responsive Instruction
Aligned LCFF Priorities: Priority 1 Basic Services, Priority 2 State Standards.
Our African American, American Indian, and Latinx students have repeatedly shared that they do not feel positively represented in our classrooms and in the curriculum. To address this issue, students have requested more diverse perspectives and examples of positive cultural contributions — from their culture and others. Students want to be seen and understood as they seek to see and understand others. This is often ignored in schools where white students make up the majority of the population; all students
should be taught that America is diverse in its ethnic makeup and that the beauty of our country is when different populations can weave together their gifts and assets and contribute positively to who we are.
Culturally and linguistically responsive instruction provides a space and structure for teachers to (1) engage in dialogue and dynamic learning with students, (2) explore their own identities, mindsets, and skills (mirror work) as they simultaneously seek to understand and affirm their students’ backgrounds, cultures, and languages (window work), and (3) cultivate restorative, student-centered classroom cultures.
I'm frustrated and tired of learning the same old history lessons ... Let's learn the facts; let's learn the truth.
- San Diego County student
OPPORTUNITIES TO BUILD CULTURALLY AND LINGUISTICALLY RESPONSIVE INSTRUCTION
- Acknowledge and learn more about individual and structural racism that have historically permeated American public schools
- Empower educators to teach the multi-dimensionality of American history in ways
that do not trigger trauma
- Increase understanding of American Indian tribes and tribal culture
- Provide safe spaces to discuss and honor the contributions of all cultures
- Start with joy and highlight the positive contributions of diverse communities