Culturally Relevant Pedagogy for Immigrant Children and English Language Learners

Abstract

The goal of this chapter is to provide a conceptual review of culturally relevant pedagogy (CRP) and a synthesis of research that documents its application to immigrant children and English language learners (ELLs). First, the significance and relevance of CRP are framed in the context of today's student population and the growing gaps in academic performance between student groups. Then, the conceptual and theoretical groundings of CRP are discussed. Next, examples of implementing CRP are provided based on findings from empirical studies that have examined the use of CRP with immigrant students and ELLs. Finally, the characteristics that are representative of culturally relevant curriculum and CRP-practicing teachers and schools are presented. The chapter's synthesis of this body of research will show how CRP can create and foster opportunities for learning in ways that optimize the "funds of knowledge" and skill sets possessed by immigrant students and ELLs (Gonzalez et al., 2005). By examining research on CRP across various subject matters and with various student populations, the author foregrounds different notions of "what counts" and which changes can make a difference for linguistically and culturally diverse students.