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

Alina Slapac, Sujin Kim

OAI: oai:igi-global.com:255224 • DOI: 10.4018/978-1-7998-2503-6.ch005

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.

Instructional Design Education K-12 Education Social Sciences and Humanities