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Advancing Students’ Global Competency through English Language Learning in Romania: An Exploratory Qualitative Case Study of Four English Language TeachersJournal of Research in Childhood Education10.1080/02568543.2021.1880993
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Educating Racially, Culturally, and Linguistically Diverse Children in a Global EraSocial Justice and Culturally-Affirming Education in K-12 Settings10.4018/978-1-6684-6386-4.ch001
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An Action Research Study on Globally Competent Teaching in Online SpacesHandbook of Research on the Global Empowerment of Educators and Student Learning Through Action Research10.4018/978-1-7998-6922-1.ch012

Creating Culturally and Linguistically Responsive Classroom Communities in Early Childhood Language Immersion Schools

Alina Slapac, Sujin Kim

Source Title: International Perspectives on Modern Developments in Early Childhood Education

ISBN13: 9781799825036|ISBN10: 1799825035|ISBN13 Softcover: 9781799825043|EISBN13: 9781799825050

DOI: 10.4018/978-1-7998-2503-6.ch005

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MLA

Slapac, Alina, and Sujin Kim. "Creating Culturally and Linguistically Responsive Classroom Communities in Early Childhood Language Immersion Schools." International Perspectives on Modern Developments in Early Childhood Education, edited by Cristina A. Huertas-Abril and María Elena Gómez-Parra, IGI Global, 2020, pp. 1-17. https://doi.org/10.4018/978-1-7998-2503-6.ch005

APA

Slapac, A. & Kim, S. (2020). Creating Culturally and Linguistically Responsive Classroom Communities in Early Childhood Language Immersion Schools. In C. Huertas-Abril & M. Gómez-Parra (Eds.), International Perspectives on Modern Developments in Early Childhood Education (pp. 1-17). IGI Global. https://doi.org/10.4018/978-1-7998-2503-6.ch005

Chicago

Slapac, Alina, and Sujin Kim. "Creating Culturally and Linguistically Responsive Classroom Communities in Early Childhood Language Immersion Schools." In International Perspectives on Modern Developments in Early Childhood Education, edited by Cristina A. Huertas-Abril and María Elena Gómez-Parra, 1-17. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-2503-6.ch005

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Abstract

This chapter examined the development of a classroom community through a case study of a kindergarten teacher in a Spanish language immersion school. Case study data includes observational field notes, classroom artifacts, informal conversations, and interviews with an immersion kindergarten classroom teacher. Additionally, interviews with the two administrators from the Spanish and French immersion schools (networking schools) were collected and analyzed to learn about their perspectives regarding culturally and linguistically responsive teaching practices and their commitment to encouraging the creation of classroom communities within their schools. The results revealed both the administrators and the case teacher in the kindergarten classroom supported practices of drawing from their own and students' cultural identities and resources to create a culturally responsive learning and social environment, in partnership with students and families. Recommendations for future studies on diverse early childhood settings are discussed in regards to teacher preparation and policy enactment.