Culturally Responsive Teaching Article Review

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Culturally Responsive Teaching Article Review Preston N. Worrell Department of Education, Liberty University Curriculum Fundamentals - EDLC-571 February 20, 2024

Summary of Article One In their article, “Teachers’’ Expectations and Challenges in Using Culturally Responsive Teaching Strategies in the ESL Classroom” Faizah Idrus and Mahfuzah Sohid study the different experiences that ESL teachers have while trying to accommodate different learners (2023). Idrus and Sohid used a case study approach to interview four different ESL secondary school teacher in Malaysia to understand the various factors in teaching diverse students (2023). Data analysis showed that teachers showed great adaptability and positive attitudes towards diversity (Idrus & Sohid, 2023). However, they also had challenges such as socioeconomic differences, language barriers, and syllabus difficulties (Idrus & Sohid, 2023). Through the challenges, those teachers used Culturally Responsive Teaching strategies such as peer tutoring, group projects, and positive reinforcement to strengthen participation in their classroom (Idrus & Sohid, 2023). The article also highlights how teachers’ perceptions, expectations, and strategies are important to create a sense of respect and unity among diverse students (Idrus & Sohid, 2023). Summary of Article Two In her article, “Culturally Responsive Teaching,” Ashbrook examines early childhood education to see the importance of culturally responsive teaching, especially in science instruction (2021). She highlights the importance of understanding the various dimensions of culture in science and the importance of integrating a student’s culture into education (Ashbrook, 2021). The article elaborates that some strategies for teachers to include students’ backgrounds in science include; inviting families to share their interests and connecting school science activities with home activities (Ashbrook, 2021). Furthermore, Ashbrook gives some activities for teachers

and their students to examine how cultural contexts interact with science, and how teachers should strive to reinforce student interest and experiences (2021). The article overall highlights the importance of valuing student’s home cultures to assist them in their scientific learning and development (Ashbrook, 2021). Comparison and Contrast Both articles emphasize the importance in early childhood education of culturally responsive teaching. Sohid and Idrus highlight how important it is for educators to understand the cultural dimensions within scientific learning, and the importance of utilizing student’s cultures in education to support their scientific learning (2023). They advocate for educators to understand how significant cultural influences can be on student’s scientific journey and gives some strategies such as inviting students’ families to be involved with their curriculum (Idrus & Sohid, 2023). Ashbrook on the other hand, focuses on practical activities for teachers and their students to engage in, and subsequently reflect on how science interacts within their cultural contexts (2021). She focuses on more structured approach that aims at discussion and documentation, while building on student interest and experience to incorporate different culture’s perspectives (Ashbrook, 2021). In spite of these differences, both articles focus on honoring students’ culture and using that culture to enhance their learning. Justification and Importance

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