ABSTRACT

This paper draws from a broader research project and reports on a qualitative case study that investigated instructional practices in grades 3–5 Two-Way Immersion (TWI) classrooms where the partner language is Spanish. Using Culturally Relevant Pedagogy (CRP) as the theoretical framework, the purpose of this study was to examine the degree to which CRP is utilized by TWI teachers. Semi-structured interviews, class observations, and documents such as lesson plans were used as primary sources and collected from nine teacher participants. Findings show that building a culture of academic success was prevalent across all classrooms. While there were some evidence of instructional strategies promoting cultural competence, culturally relevant literature and topics were limited. Across all classrooms, a focus on socio-political awareness was absent. After providing insight on how classroom instruction engaged components of CRP, this paper addresses implications for TWI programs and action steps to ensure all tenets of CRP are utilized.

摘要

本文来自一个更广泛的研究项目，并进行了定性案例研究报告，该案例研究了3–5年级双向浸入（TWI）教室中的教学实践，其中合作伙伴语言为西班牙语。以文化相关教学法（CRP）为理论框架，本研究的目的是检验TWI教师对CRP的利用程度。半结构化的访谈，课堂观察和课程计划等文件被用作主要资源，并从9位教师参与者中收集。研究结果表明，在所有教室中都普遍建立起学术上的成功文化。尽管有一些证据表明教学策略可以提高文化能力，但与文化相关的文献和主题却很有限。在所有教室中，都没有关注社会政治意识。