Culturally relevant pedagogy in two-way immersion classrooms

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.

Acknowledgments

The author would like to thank the teachers who participated in this project and the Chapman Literacy Award at the University of North Carolina at Chapel Hill for funding portions of the study. Many thanks to Tracey Benson, Emily Bivins, Mark D’Amico, Claudia Flowers, Amanda Hartness, Martinette Horner, Stan Schainker, Dana Thompson Dorsey, and especially Kathleen Brown and the anonymous peer reviewers for their feedback and guidance along the way.

Additional information

Funding

This research was funded in part by the Chapman Graduate Fellowship at the University of North Carolina, Chapel Hill.

Notes on contributors

Jillian J. La Serna

Dr. Jillian J. La Serna is an Assistant Professor of Educational Leadership at the University of North Carolina at Charlotte. Before entering higher education, she served as a dual language principal, reading specialist, and teacher. Her research centers on race, culture, and social justice in in K-12 schools, with an emphasis on dual language programs.