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AbstractLearning content subjects like science requires culturally and linguistically diverse students to learn abstract representations. Previous studies focused on how content teachers can use translanguaging to promote emotional engagement of students with homogenous cultural and linguistic composition. As students in culturally and linguistically diverse classrooms brought different emotive experiences to classrooms, it was important for teachers to leverage semiotic resources to evoke shared memory that reconcile backgrounds of different students. This bridged the gap between students’ lived experiences and learning of abstract content representations. In the current case study involving a seventh-­grade mixed medium of instruction (MMI) science classroom, we examined how a science teacher capitalised on culturally and linguistically diverse students’ shared emotive experiences to translate across different representational levels in science. Drawing on the socio-­cultural concept of perezhivanie, our findings showed that the science teacher leveraged the class’s collective experience of watching the Disney parade and linked it to water molecules moving around dissociated salts in blackboard drawings. We argue for the importance of reconciling lived experiences among students with diverse cultural and linguistic background, in order to facilitate their equitable access to content subjects. [ABSTRACT FROM AUTHOR]

Science education has shifted towards emphasizing science literacy rather than simply memorizing facts. Studies have shown that incorporating writing in science education engages students in higher-order thinking, fosters critical reasoning skills, and deepens subject matter comprehension. However, writing can be particularly challenging for CLD (culturally and linguistically diverse) students due to content-specific vocabulary and distinctive grammatical patterns. This case study explores six CLD students' experiences with writing in a seventh-grade science classroom in the northeastern United States that used invention-based learning (IBL). By incorporating hands-on invention processes, IBL facilitates problem-solving and student-centered learning. The study shows how a writing-to-learn approach in science education can simultaneously support CLD students in developing a scientific understanding of abstract concepts and address the need for science literacy skills. The implications of this study suggest that teachers should integrate writing-to-learn strategies into their science instruction to promote deeper understanding and improve science literacy. By supporting students through productive struggles with writing and providing opportunities to practice scientific language, teachers can help students develop critical thinking skills and better comprehension of scientific concepts. In addition, by connecting hands-on experiences with writing tasks, educators can make science more accessible and engaging for students, particularly those from diverse linguistic and cultural backgrounds. [ABSTRACT FROM AUTHOR]

Teachers have a critical opportunity to decide how to position transnational funds of knowledge of culturally and linguistically diverse (CLD) students. Positioning theory investigates how views of self and others are applied in social interactions. This scoping literature review identified nine studies that used positioning theory to trace the participation of adolescent CLD students in classroom discussions. The review was limited to peer‐reviewed studies set in school and afterschool classes in the United States. The findings provide a variety of real‐world examples of students and teachers negotiating their identities and navigating participatory opportunities. In response to how the findings revealed the far‐reaching influence of the teacher, this article introduces a model illustrating the intersection of two key components of teaching style: teacher beliefs and positioning of transnational funds of knowledge. Four teacher profiles represent four stances: The Culturally Responsive Teacher, The Wide Net, The Silencer, and The Idealist. [ABSTRACT FROM AUTHOR]

Root causes of disproportionality in exclusionary discipline are multiply determined. Teachers' perceptions and implicit biases, enacted within the contexts of schools as racialised organisations, shape how educators interpret and respond to student behaviour. Focusing on the referral phase of the disciplinary process, this systematic review of theoretical frameworks applied in studies on discipline-disparity reduction uncovers how scholars have theorised the impacts of school-based programmes seeking to diminish inequities. We analysed research published between 1990 and 2021 to examine how empirically evaluated programs and their theoretical underpinnings have approached discipline disparities and their alignment with root causes established in the broader literature base. Our findings indicated that studies' conceptual frameworks were commonly at odds with established theory regarding root causes, and we found a notable absence of frameworks related to schools as white, hegemonic spaces. We advocate that researchers apply conceptual frameworks that decentre whiteness, smartness, and goodness in schools. [ABSTRACT FROM AUTHOR]

Confronting the current educational reality involves developing intercultural competence during and after training to produce an impact on educational practices that promote positive classroom interactions with culturally and linguistically diverse students. In this context, this article presents the results of the construction and validation of the Intercultural Competence for Pedagogy Students (ICPE) instrument in a Chilean university. Taking into account the focus of interest, intercultural education in initial teacher training, the validation sample of the survey included 521 students in initial teacher training. This research aimed to establish the goodness of fit of the scale by analyzing the reliability and validity of the construct through confirmatory factor analysis. The scale presented adequate psychometric properties, contributing to the measurement of intercultural competence in initial teacher training to support attention to students in their cultural diversity. [ABSTRACT FROM AUTHOR]

Science education has shifted towards emphasizing science literacy rather than simply memorizing facts. Studies have shown that incorporating writing in science education engages students in higher-order thinking, fosters critical reasoning skills, and deepens subject matter comprehension. However, writing can be particularly challenging for CLD (culturally and linguistically diverse) students due to content-specific vocabulary and distinctive grammatical patterns. This case study explores six CLD students’ experiences with writing in a seventh-grade science classroom in the northeastern United States that used invention-based learning (IBL). By incorporating hands-on invention processes, IBL facilitates problem-solving and student-centered learning. The study shows how a writing-to-learn approach in science education can simultaneously support CLD students in developing a scientific understanding of abstract concepts and address the need for science literacy skills. The implications of this study suggest that teachers should integrate writing-to-learn strategies into their science instruction to promote deeper understanding and improve science literacy. By supporting students through productive struggles with writing and providing opportunities to practice scientific language, teachers can help students develop critical thinking skills and better comprehension of scientific concepts. In addition, by connecting hands-on experiences with writing tasks, educators can make science more accessible and engaging for students, particularly those from diverse linguistic and cultural backgrounds.

The trend of internationalisation of education has resulted in the wider implementation of English Medium Instruction (EMI) programmes in education, especially at the tertiary level. While some of these programmes adopted strict English-dominant policies, others embraced flexible bilingual or multilingual policies to ensure students’ learning and wellbeing. This study explored international graduate students’ learning and languaging experiences in an EMI graduate classroom with flexible multilingual policies in a Korean university. Data included field notes, students’ work and language samples, and focus group interviews with students. Using thematic analysis of qualitative data, the authors reported that students’ experiences with multilingualism as a resource approach were mostly productive since it created third spaces for the participants to deploy their multilingual resources to construct, promote and demonstrate learning in their class reports. Participants also reported increased compassion for each other through collaborative learning and enhanced understanding of both home and new languages during their studies in the graduate programme that was mediated through multiple languages. This study offered implications for EMI practitioners, higher education institutions, and policymakers regarding language planning, language policy, and language support in EMI contexts. [ABSTRACT FROM AUTHOR]

This study aimed to explore the perceptions, lived experiences, and pedagogies of in-service teachers who are teaching culturally and linguistically diverse (CLD) students for the first time through interpretive phenomenological analysis. Based on qualitative data, the findings revealed that teachers demonstrated no discrimination or stigmatisation against CLD students. They tended to hold imagined distress against teaching them, which was rooted in their concern about the language barrier, low-preparedness level, and being uninformed of their presence. Teachers’ initial negative perception evolved into positive following a fruitful teaching experience. Their pedagogies were informed by snap decisions instead of informed decisions. Instances of the limited conception of caring and culturally incongruent pedagogies were identified. Findings provided an initial knowledge base on some fundamental issues to be addressed in the journey of preparing culturally and linguistically responsive teachers in Türkiye. [ABSTRACT FROM AUTHOR]

Researchers largely rely on child language and literacy measures to determine the effectiveness of interventions for Latino dual language learners. However, some of these measures may miss certain strengths of these students. This study identified two unstandardized language and literacy tasks (IDELA food and animal vocabulary and personal narratives) that might leverage some eco-cultural assets of Latino children; it also examined concurrent associations between these tasks and standardized language and literacy tests. Participants were 237 Latino kindergarteners (M age = 67.22 months, SD = 4.12; 51% female). Positive associations were found between standardized tests and the IDELA food and animal vocabulary (β = 0.92–1.40; large magnitude) and personal narrative tasks (β = 0.28–0.46; medium magnitude), controlling for important covariates, including the language of administration of assessment. Further research might use these tasks as complementary assessments to gauge the impact of interventions on the language and literacy skills of Latino dual-language learners in kindergarten. [ABSTRACT FROM AUTHOR]

Confronting the current educational reality involves developing intercultural competence during and after training to produce an impact on educational practices that promote positive classroom interactions with culturally and linguistically diverse students. In this context, this article presents the results of the construction and validation of the Intercultural Competence for Pedagogy Students (ICPE) instrument in a Chilean university. Taking into account the focus of interest, intercultural education in initial teacher training, the validation sample of the survey included 521 students in initial teacher training. This research aimed to establish the goodness of fit of the scale by analyzing the reliability and validity of the construct through confirmatory factor analysis. The scale presented adequate psychometric properties, contributing to the measurement of intercultural competence in initial teacher training to support attention to students in their cultural diversity.

Student achievement disparities in inclusive science classrooms are concerning, as knowledge about science, technology, engineering, and mathematics (STEM) is increasingly important for upward mobility. When students identify with multiple marginalized sociocultural groups, progress becomes more troubling, as the interplay among these factors is rarely accounted for in quantitative intervention research. The purpose of the present study, therefore, was to evaluate performance on measures of science vocabulary and general science knowledge among students with intersectional identities (i.e., students with disabilities from marginalized racial/ethnic groups, n = 33; and students with disabilities from low SES households, n = 167) following teacher participation in a multimedia professional development (PD) process. Using a series of multilevel models, results suggest students who learned from teachers who participated in the multimedia professional development process experienced greater gains than peers with the same intersectional identities in comparison classrooms across all measures. Implications and future directions are discussed. [ABSTRACT FROM AUTHOR]

Objectives: This study examined the effectiveness of Sound Partners, an evidence-based early literacy intervention program, with culturally and linguistically diverse elementary students within an applied Response to Intervention (RTI) system. Method: Participants (n = 11) with a range of English language proficiency (ELP) who spoke English, Hmong, Khmer, or Nepali as a first language were recruited based on indicators of high academic risk displayed during the participating school's universal literacy screening process. Three replications of a randomized multiple baseline single case research study were conducted to assess the effectiveness of Sound Partners in three groups: those with lower ELP, middle ELP, and native English speakers. Progress monitoring of early literacy skills occurred weekly across baseline and intervention phases. Results: Visual analysis results supported two intervention effects: PSF effects in the low ELP replication and LSF effects in the native English speaker replication. Supplemental statistical analyses were conducted to describe the magnitudes and variations of effect sizes. Conclusion: Results suggest that key factors related to heterogeneity within the diverse population of ELL students, such as ELP levels, must be carefully considered when implementing RTI. Supplemental data for this article is available online at . [ABSTRACT FROM AUTHOR]

While a wealth of research shows the social and academic benefits of bilingualism and multilingualism, the education of bi/multilingual learners often focuses on transitioning students to English. Based on this fact, the first aim of this article is to highlight translanguaging as a model that challenges monoglossic language ideologies. The second aim is to present a systematic review of peer-reviewed studies (2000–2020, 47 studies) that highlight translanguaging as a pedagogy for elementary bi/multilingual students' writing development. Due to the historical scholarly focus on reading over writing, especially at the elementary level, this study focuses on translanguaging pedagogy in the context of elementary writing. Findings showed four themes: (a) audience awareness and authentic products, (b) collaborative learning and composition, (c) multimodal composition, and (d) simultaneous literacy instruction. I argue for further engagement with students' families, communities, and identities in the writing process and an exploration of the transformative potential of translanguaging writing pedagogy. [ABSTRACT FROM AUTHOR]

This manuscript reports the results of a pilot study that investigated the views of an international cohort of teacher educators regarding the efficacy of flipped classrooms. In particular, the study addressed an existing void in the literature pertaining to the value of flipped classrooms with respect to K-12 subgroups, including students who are culturally and linguistically diverse or manifest disabilities. Key findings from the participants' responses to a 12-item survey were that they believed that the flipped classroom paradigm is efficacious for both elementary and high school students, as well as those who are culturally and linguistically diverse—particularly with respect to teaching complex subjects. Conversely, respondents did not believe the paradigm is appropriate for students with disabilities, and that noteworthy barriers involving a digital divide impede its use with students living in impoverished rural areas. Future research topics are discussed. [ABSTRACT FROM AUTHOR]

Grounded by critical race and landscapes of practice perspectives, this study examined teacher candidates who were asked to use equity as a lens to describe students' literacy learning opportunities in their practicum sites. Analysis of this writing revealed wide variation in candidates' participation, including a group who regularly noticed equitable/inequitable literacy teaching practices and structures and discussed how they would resist/change those they considered inequitable and a group that primarily overlooked these reflective opportunities. Follow-up interviews with two candidates revealed their different equity stances. Study findings can be used to reconceptualize literacy practice to help candidates identify and challenge policies and ideas that sustain inequity. [ABSTRACT FROM AUTHOR]

This article explores how twelve preservice teachers of color supported the academic development of diverse learners in urban classrooms. Qualitative methods describe and document how elements of Culturally Responsive Pedagogy were used to provide students with access to academic content. Working in urban classrooms while enrolled in a teacher preparation program helps preservice teachers bridge theory and practice as they learn about the needs of diverse learners and hone their pedagogical skills. Teacher preparation programs need to consider the ways in which preservice teachers of color apply Culturally Responsive Pedagogy when working with diverse learners. [ABSTRACT FROM AUTHOR]

In this article, we describe a dissertation in practice (DiP) conducted by the first author. The DiP focused on a social justice issue—providing pre-service teachers with highly effective preparation for working with culturally and linguistically diverse (CLD) students. As part of the article, interludes have been inserted prior to each major section of the article. These interludes have been used to discuss the thinking and research processes that were considered as the DiP unfolded in a program that employed an action research approach. The intervention was multi-faceted including teaching about orientations toward CLD students, providing pre-service teachers with pedagogical knowledge and skills, and employing a Community of Practice-based, servicelearning approach. Quantitative and qualitative results from the study indicated pre-service teachers increased their knowledge, self-efficacy, and projected use of culturally responsive pedagogy. Discussion focused on connecting results to the literature, implications for practice and research, and extensions to current work. [ABSTRACT FROM AUTHOR]

Most refugees in countries of permanent resettlement arrive from first-asylum countries – countries where refugees initially move to escape crisis in their homelands. Their pre-resettlement educational experiences have largely been undocumented. This qualitative ethnographic study describes the literacy practices of four elementary-aged Afghan refugee children in Pakistan. The findings revealed rich and various literacy practices these children and their families engaged in at home and beyond, such as practicing religious supplications or engaging in storytelling, trying to read and write in Urdu and English, reading the Quran or religious supplications, and helping others with their own literacy development. The parents and guardians highly valued literacy and believed it instilled manners, morals, and essential skills in their children. This research includes important implications for teachers working with refugee students. [ABSTRACT FROM AUTHOR]

In this article, we describe a dissertation in practice (DiP) conducted by the first author. The DiP focused on a social justice issue—providing pre-service teachers with highly effective preparation for working with culturally and linguistically diverse (CLD) students. As part of the article, interludes have been inserted prior to each major section of the article. These interludes have been used to discuss the thinking and research processes that were considered as the DiP unfolded in a program that employed an action research approach. The intervention was multi-faceted including teaching about orientations toward CLD students, providing pre-service teachers with pedagogical knowledge and skills, and employing a Community of Practice-based, service-learning approach. Quantitative and qualitative results from the study indicated pre-service teachers increased their knowledge, self-efficacy, and projected use of culturally responsive pedagogy. Discussion focused on connecting results to the literature, implications for practice and research, and extensions to current work.

Drawing from theories of identity, language, and race, we conceptualize gateway moments to literate identities in high school English language arts classrooms enrolling language-minoritized youth. Gateways were interactions that afforded particular kinds of literate identities for youth. Deficit literate identities often invoked racialized language and literacy ideologies; authoritative literate identities engaged youths' full cultural and linguistic repertoires to create and critique knowledge. Occasionally, youth enacted authoritative classroom literate identities alongside or in response to dominant deficit frames of their literate abilities during planned and spontaneous classroom interaction. We note in each type of gateway opportunities for teachers to open space for youths' authoritative knowledge-producing literate identities. We aim to illustrate how a single instructional choice or classroom interaction ranges in effect from maintaining and reinforcing oppressive legacies and deficit literate identities to centering youth and their language and literacy repertoires in learning experiences for more socially just interactions and learning. [ABSTRACT FROM AUTHOR]

This study explores the possibilities and tensions that emerged when a literacy specialist brought a culturally sustaining lens to her work in a reading intervention setting with five emergent bilinguals. Utilizing a case study methodology, the study draws on data from class transcripts, interviews, student writing and artwork, and fieldnotes collected over 2 years. During data analysis, three themes, "get proximate," "get connected," and "get moving," were constructed. Findings illustrate the complex relationship between practices designed to bring students' linguistic and cultural resources into the classroom ("get proximate" and "get connected") within a context designed to facilitate measurable growth in students' reading skills ("get moving"). Findings contain seeds for further exploration related to engaging students' languages and lived experiences to build foundational skills. The study suggests that more cohesive incorporation of culturally sustaining practices would require a (re)consideration of monolingualism and narrow definitions of literacy within interventions and assessments. [ABSTRACT FROM AUTHOR]

Intentional integration of knowledge from both K-12 practice and teacher preparation theories supports emerging teacher educators' hybrid identity development. In this collaborative self-study, three teacher educators reflected upon the negotiation of tensions that arose in their efforts to promote culturally and linguistically responsive pedagogy in K-12 and teacher education settings. Individual journals, recorded critical friend discussions, and teaching artifacts were used as data to support teacher educators' critical reflections on their own practice and identity development. Data collection spanned teacher educators' experiences teaching K-12 students in a summer writing camp, creating vignettes based on writing camp experiences, and implementing those vignettes in teacher education settings. Analysis surfaced tensions between teacher and teacher educator identities and between stated objectives and implicit assumptions focused on multicultural education reform. Implications of teacher educators' sustained engagement in both K-12 and teacher preparation settings using the dual processes of reflection and action are discussed. [ABSTRACT FROM AUTHOR]

The American School Counselor Association (ASCA) requires that school counselors engage with and advocate for students with emotional and behavioral disorders (EBD), in addition to requiring competency in counseling culturally and linguistically diverse (CLD) students. However, few publications have called for increased attention to the intersectional needs of this population. This column provides a brief rationale for focusing on students with EBD who are also CLD and recommends a trauma-informed approach to supporting them through fostering a safe school-wide environment, building faculty and staff cultural competence, increasing collaborative communication with students and families, and recommending counseling services in individualized education program meetings. [ABSTRACT FROM AUTHOR]

Many scholars call for teacher educators to provide experiences that can lead prospective teachers to adopt and implement culturally responsive pedagogy in mathematics classrooms. This qualitative investigation analyzed interviews from preservice secondary mathematics teachers using Hernandez, Shroyer, and Morales framework for culturally responsive mathematics teaching. Analysis of the data demonstrates how preservice teachers grapple with enacting a culturally responsive framework at practicum sites. Findings reveal that while some participants reported comfort implementing some aspects of culturally responsive practices at placement sites, others reported apprehension. The data suggests strategies for teacher educators interested in supporting culturally responsive teacher-learners through professional modeling. [ABSTRACT FROM AUTHOR]

The demographics of public schools in the United States have changed immensely since the peak of the Civil Rights Era in 1968 from a majority White population to a nearly 50% heterogenous mix of Culturally and linguistically diverse (CLD) students. Culturally and Linguistically Diverse students face longstanding issues of inequity within public schools in the United States. Culturally responsive school leadership is one method to address and redress the longstanding inequities for CLD students. School counselors are uniquely positioned to bridge the multicultural and social justice leadership practices to traditional models of school leadership based on their training, access to school-wide data and infusion of Multicultural and Social Justice Counseling Competencies (Ratts and Greenleaf, 2017). This conceptual article seeks to promote school counselors as culturally responsive school leaders by revealing their training and skillsets through a Multicultural and Social Justice Counseling Competencies framework. [ABSTRACT FROM AUTHOR]

This article examines the partnership between a teacher and teacher educator disrupting a colonized early childhood curriculum that fosters a dominance of whiteness by replacing it with the beauty and brilliance of Blackness. We explore the following research question: "What are the affordances of teaching from an Afrocentric stance in a first-grade classroom?" We employ Afrocentrism, which includes African cultural principles as the paradigm, and our theoretical lenses are Critical Race Theory and Black Critical Theory. Our Sankofa methodology revealed that African Diaspora literacies fostered (a) positive racial and gender identities, (b) community, and (c) positive linguistic identities in the work to help children to love themselves, their histories, and their peoples. We close with implications. [ABSTRACT FROM AUTHOR]

Abstract This article presents multiple episodes drawing from three distinct research projects conducted in multilingual classrooms in Luxembourg, to underscore the value of video analysis in culturally and linguistically diverse classroom contexts. We show how video analysis that valorizes the non-verbal in interaction has the ability to reveal communicative resources often masked by analysis rooted in the verbal. From the examples presented, that span teacher and student interactions in both elementary and secondary classrooms, we make a methodological argument based on analytical approaches utilized in all three research projects to demonstrate how we have come to an expanded notion of voice in our research that is revealed through multimodal video analysis. Specific analytical approaches that illuminate the embodied and multimodal aspects of voice are discussed. We conclude by underscoring the benefits of embodied and multimodal approaches to video analysis for research with all students, but most importantly for students often marginalized through analytical approaches that prioritize the verbal. Finally, we discuss the implications of video research that works to highlight resource-rich views of teaching and learning across learning contexts.

Culturally responsive teaching (CRT) is a set of practices designed to build on students' cultural and linguistic backgrounds as teaching and learning occur. Although CRT can have positive effects on student outcomes, little research has examined teachers' self-efficacy to implement CRT practices. Using the Culturally Responsive Teaching Self-Efficacy (CRTSE) scale, the authors explore specific areas in which teachers feel self-efficacious in regard to implementing CRT practices and the factors that affect both preservice and practicing teachers' self-efficacy in delivering CRT. Participants (n = 245) reported feeling more confident in building personal relationships with students and building trust, but less confident in areas that involved specific cultural knowledge, such as being able to validate students in their native language and teaching students about their culture's contributions to curricular topics. Results also showed that years of experience positively correlated with increased self-efficacy. [ABSTRACT FROM AUTHOR]

This article reports a comparative case study of teachers in two elementary schools in the Midwestern United States. The study involved analyzing teachers' conceptualizations and expectations of culturally and linguistically diverse students, particularly English Learners (ELs). The results of the study revealed underlying monoglossic and racializing language ideologies that sustained teachers' conceptualizations and expectations of ELs' literacy development. The article ends with implications for teacher training and future research, particularly considering the new challenges posed by increased student diversity in schools in the United States and around the world. [ABSTRACT FROM AUTHOR]

Through the lens of an adapted Maslow’s hierarchy of needs, I have analyzed (1) the impact of the three main educational reforms of the 20th and 21st centuries on culturally and linguistically diverse (CLD)and low-socioeconomic (SES)students in the core subjects up to the COVID-19 pandemic; (2) the efficacy of current classroom assessment practices, and (3) a brief reimagining of how changing equity standards in teaching and assessment post-COVID-19 could aid in CLD and low-SES students achieving a higher self-esteem level. I contend that student success, or self-esteem, can only be achieved by first satisfying the needs at the lower hierarchy levels. By analyzing CLD and SES students’ school experiences, educators and policy-makers can extrapolate the requirements for inclusive, rigorous, and responsive assessments that recognize students’ needs and utilize their cultural and linguistic diversity. As states begin the shift from remote learning back to face-to-face in the fall, more significant considerations of CLD and low-SES students must be ensured.

The increasing linguistically and culturally diverse cohort of university students in nursing degree programmes has resulted in a plethora of approaches to address issues related to English language, academic writing and professional communication. Approaches that integrate language development within core nursing subjects are usually regarded as effective, as they offer students opportunities to be socialised into the language of their specific discipline areas. However, developing and implementing an integrated model can be challenging and many discipline academics feel unprepared to address language issues within the curriculum. This paper discusses a pilot project where we, a language academic and a group of nursing academics, adopted a clinical supervision model to problematise subject content and pedagogic practices. The aim was to enable English as additional language students better transition to Australian university studies by integrating an explicit focus on language development within the subject content. The paper outlines the model and draws on our reflections to discuss outcomes. These included changes to subject content and pedagogic practices, as well as increased confidence of nursing academics to teach in ways that have been found to be effective for English as additional language students. • English as additional language students may need academic language development. • Nursing academics may lack confidence in providing language development. • A clinical supervision model was used to provide professional development. • This model led to changes in pedagogic practices and subject content. [ABSTRACT FROM AUTHOR]

Culturally and linguistically diverse students face longstanding issues of inequity within public schools in the United States. Response to intervention (RTI) is one proposed solution that addresses the inequities. As advocates for all students, school counselors possess the training and knowledge to promote fairness and equity within the RTI process. Using critical race theory, the authors present a vignette and conceptualize methods based on school counselors' education and training that school counselors can use to promote equity within RTI for culturally diverse students. [ABSTRACT FROM AUTHOR]

Abstract Exclusionary discipline can have long-term adverse effects on both students and schools. The purpose of this study was to investigate student demographic, school context, and school practice factors that are predictors of out-of-school suspension in one school district to determine if there were disparities across demographic groups over time. The sample consisted of archival data from 2010 to 2016 for approximately 56,000 students in 41 schools in a diverse school district in California. This study examined students' suspension risk over time using a multilevel model. Results confirmed that student-level predictors such as gender, race, and grade level were consistent predictors of suspension, and that school context factors such as suspension rate impacted risk. Results indicated that school practices meant to reduce suspensions were not necessarily ameliorative across time for most demographic groups, but some school practices that academically engage students at a young age may be more impactful at reducing suspension risk over time. These results affirm the importance of school-level factors, as well as a combination of practices that seek to change school culture with regard to reducing exclusionary discipline. Highlights • School practices meant to reduce suspensions are not necessarily ameliorative across time for most demographic groups. • Some school practices that academically engage students at a young age may be more impactful at reducing suspension risk. • School-level variables often produce a "frog pond" effect in which student behavior is judged relative to peers. • Underlying theories of action related to suspension reduction programs may not align well with root causes of disparities. [ABSTRACT FROM AUTHOR]

This study provides an account of seven Latina teachers' select educational, professional, and personal experiences over the past 10 years as they completed a grow-your-own-teacher program, became licensed teachers, and established themselves in Latinx minority-majority public schools within their rural, mid-western community. More specifically, as a Latina researcher and participant observer, I sought to better understand the culturally and linguistically diverse (CLD) Latina teachers' process-oriented engagement and conscientization over time. Far from being 'ready-made' conscientized teachers, in this work I discuss the ways CLD Latina teachers' multiple and developing identities as bilingual learners, mothers, racialized minorities in schools, and educated professionals serve as both burdens and gifts in their engagement and processes of conscientization for teaching CLD students. Through the use of critical literatures, and life and professional story methodologies informed by Chicana feminist epistemologies, I sought to privilege Latina teachers' narratives as well as uncover the mechanisms and experiences that proved most impactful for their development and sustainment within white normative educational spaces. Findings illustrate an emergence of racialized, identitarian resources among Latinas and implicate a nuanced, culturally contextualized, pedagogical approach to pre-/in-service CLD teacher professional development that engages participants in reflective storying, critical inquiry, and restorative community building. [ABSTRACT FROM AUTHOR]

Culturally and linguistically diverse (CALD) students enrolled in a Masters program at an Australian university are often invisible or less visible in class; however, what is visible is their academic practice, which is often viewed as a deficit. Instead of comprehending how CALD students can become productive members of a community, research regularly examines ways to upgrade their academic literacy practices. This study contends that these students have much to offer, and if these students are to be considered valuable members of the higher education context, the learning community needs to perceive their difference as positive. This implies going beyond the institutional assessment of their academic practice as a deficit and examining spaces of learning as rhizomatic. Drawing on the theory of Deleuze and Guattari, this study highlights how the process of becoming for the students and the teacher teaching them is never static, but is one constituted of deterritorialization and subsequent reterritorialization, resulting in the rhizomatic principle of variegated subjectivity. A hybrid self-study and critical ethnography, the study entailed collecting and analysing data through a five-stage process of collection, observation, categorising, and analysis. Data collected over two years illustrated how, for the researcher/teacher, molecular level difference was possible within the molar level academic expectations. Themes of being and becoming and rhizomatic reimaginations demonstrated the desire of the students to achieve as a positive attempt to celebrate their difference and, for the researcher, her academic positionality as a fluid, ongoing process where the molar and the molecular interact to illustrate teaching as a productive venture. [ABSTRACT FROM AUTHOR]

The perception of supervisors who supervise culturally and linguistically diverse (CALD) higher Degree research students (HDR) in Engineering and IT was analysed to identify, operationalise and quantify factors which could influence outcomes related to successful completion of HDR studies. A large study was conducted from three Australian Universities (Queensland University of Technology, University of Western Australia, and Curtin University) to explore the key factors using Bayesian Network (BN) analysis, a complex systems approach. The BN model was quantified using coded survey variables and was further compared to write-in responses from a survey of 228 students and 69 supervisors, to explore the benefits of using mixed method analysis in the study of complex phenomena. Key findings indicate that qualitative responses broadly supported the results of the BN analysis, with supervisor experience, style and training identified as key factors. Sensitivity analyses demonstrated that 'student prior experience' showed the greatest positive influence, whilst 1student obligations'' and 'student attributes' had the most negative impact on 'HDR student study completion. Overall maintaining 'student motivation was seen as the single most influential factor on 'HDR student study completion'. 'CALD student study completion' can be largely improved through 'supervisor's involvement' in helping to develop communication and networking skills. Moreover, supervision activities developed through participation of supervisors in respective training programs, followed by improving ' University Support', made the biggest positive impact on 'supervisor attributes'. These findings are useful for universities seeking to prioritise areas of funding, whilst also enhancing the performance of CALD students in these disciplines. [ABSTRACT FROM AUTHOR]

Research in culturally responsive instruction (CRI) to improve literacy learning was explored through study of Hawaiian-focused charter schools. Building on work by Au, an indigenous framework reflecting the work of these schools was developed, highlighting five elements: (a) literacy in indigenous languages; (b) community connections; (c) a shared vision that encompasses culture, academic proficiency, and community; (d) authentic assessment; and (e) teaching grounded in culture and higher level thinking. Schools implemented CRI in an outward-looking, action-oriented manner and literacy was viewed as a means of serving community, not as an end in itself. Schools emphasized CRI as content, in contrast to earlier research with Native Hawaiian students that viewed CRI as process. CRI centered on exploration of cultural identity as the basis for gaining cultural knowledge of one’s ancestors, as well as Western academic knowledge for the purpose of contributing to the well-being of family, community, and nation. [ABSTRACT FROM AUTHOR]

In the spirit of moving toward a more "global community", multicultural special education practices designed to reach culturally and linguistically diverse (CLD) students represent an imperative in countries world-wide where education is a core value, including the United States (U.S.) and South Korea. As CLD students in the U.S. and South Korea attend public schools at increasing rates, exploring current education practice and policies is warranted. The authors conducted a comprehensive review of the literature as well as an exploration of educational policies and laws across both countries. As a result, the authors identified: the latest student demographic trends and issues, and current policies and practices addressing the education of CLD students with and without disabilities in both countries. Implications and recommendations for special education teacher educators will be provided. [ABSTRACT FROM AUTHOR]

Background The number of culturally and linguistically diverse students in the U.S. is growing, and research shows they are often underassessed, misdiagnosed, and placed into special education unnecessarily. This problem mainly concerns high-incidence, or judgmental, disabilities such as learning disability, emotional disturbance, or mental retardation. Participants and procedure In this study, the author examines how some educators perceive and address culturally and linguistically diverse students in the U.S. A survey developed by the author was used to examine how educators perceive culturally and linguistically diverse student populations and how one Midwestern school system in the United States dealt with culturally and linguistically diverse students’ needs versus expected ideal practices. Results Results indicated that most participants recognized that the issue of disproportionate representation is nationwide, but did not believe that their district shared that problem. Conclusions Participants indicated that best practices were not being followed maximally to reduce and avoid the problem of disproportionate representation of culturally and linguistically diverse students in special education programs. Difficulties in meeting students’ needs may be related to cultural differences that school personnel are unable to assess or address. Recommendations include suggestions for further studies and for applying the survey in other school systems to increase the understanding and improve their practice in working with culturally and linguistically diverse students.

English Language Learners (ELLs) represent the fastest growing segment of pre-K-12 students in the United States. Currently, Montana has the highest percentage of ELLs who are American Indian/Alaska Native. Although there is tremendous linguistic diversity among students, more than 80% of ELLs in the US speak Spanish as their first language. This is not the case in Montana, where 80% of ELLs are American Indians who do not necessarily speak their heritage languages; yet, their academic English skills are inadequate to support content mastery. Students whose first language is an American Indian language and who are learning English as a second language (ESL) are easier to identify as ELLs. Students who do not speak a heritage language but have not acquired academic English proficiency are harder to identify. This unique group of ELLs had their English acquisition framed by parents/grandparents or guardians themselves who were ELLs who did not fully acquire Standard English and currently speak and model a non-standard or non-academically proficient variety of English. Recommendations for how to broaden policy perspectives to facilitate comprehensive educational support for the full range of culturally and linguistically diverse American Indians in all classrooms are highlighted.

Culturally responsive teaching and design practices flip the online classroom by creating an environment that acknowledges, celebrates, and builds upon the cultural capital that learners and teachers bring to the online classroom. Challenges exist in all phases of online course design, including the ability to create online courses that reflect the instructor's commitment to inclusive excellence, diversity, and social justice. Designing an online environment that supports all learners regardless of their backgrounds is important in their future success as professionals; thus, it is important for faculty to design courses with all students in mind. The purpose of this article is to share best practices in the design of culturally and linguistically responsive online courses that support the culturally and linguistically diverse (CLD) students we serve. Based on Gay's (2010) culturally responsive teaching practices, this article provides examples of online activities that are validating; comprehensive; multi-dimensional; empowering; transformative, and emancipatory. [ABSTRACT FROM AUTHOR]

This article examines the alternative English spelling practices of a student who is considered to be a long-term English learner. It draws on a theoretical framework that integrates a social perspective on spelling with a rejection of idealized conceptions of bilingualism. The analyzed English spellings presented in this article were identified in eight texts that the focal student composed during her English language arts class. Notably, this examination was contextualized within the focal student’s linguistic and schooling history. The resulting findings document that the focal student was a simultaneous bilingual who had a troubled history with formal schooling—the place where many young people learn spelling conventions. The predominant practice that characterized her alternative spellings was her use of conventional English sound-to-letter relationships to create a written echo of the speech patterns of her home, school, and community. When her alternative spelling did not reflect these Englishes, they typically illustrated her familiarity with the normative spelling of particular words. Yet the practices that characterized her spelling meant that they strayed from accepted conventions (e.g., transposition/omission/insertion of letters). The focal student’s alternative spelling practices illustrated her familiarity with the English writing system and the depth of her knowledge of multiple Englishes. [ABSTRACT FROM AUTHOR]

A qualitative think-aloud study, informed by social literacies and holistic bilingual perspectives, was conducted to examine how six emergent bilingual, Mexican American, fourth graders approached, interacted with, and comprehended narrative and expository texts in Spanish and English. The children had strong Spanish reading test scores, but differed in their English reading and oral proficiency test scores. All but one of them varied their cognitive and bilingual strategy use according to the demands and genre of the text and their oral English proficiency. The most frequent bilingual strategies demonstrated were translating and code-mixing. Only two children used cognates. The children often employed one language to explain their reading in the other language. They displayed a wider range of strategies across two languages compared with a single language, supporting the use of a holistic bilingual perspective to assess their reading rather than a parallel monolingual perspective. Their reading profiles in the two languages were similar, suggesting cross-linguistic transfer, although the think-aloud procedures could not determine strategy transference. The findings supported a translanguaging interpretation of their bilingual reading practices. Future research on how emergent bilingual children of different ages develop translanguaging and use it to comprehend texts was recommended. [ABSTRACT FROM AUTHOR]

For young people from non-Chinese speaking backgrounds who are attending schools in Hong Kong, acquiring Chinese language proficiency can be a significant and anxiety-provoking challenge. When students are not yet proficient in Chinese language, their low estimation of their Chinese language ability can create a vicious circle: feeling incompetent and worrying about language acquisition makes it more difficult to learn. Acquiring an additional language is not merely a linguistic and grammatical exercise, but an affective one. This article explores the use of narrative tools and perspectives for supporting culturally and linguistically diverse (CALD) students in Hong Kong with their Chinese language learning. In particular, it shows how externalisation, therapeutic documents (in this case storybooks), Denborough's (1995) 'step by step' process and a search for 'wonderfulnesses' (Marsten, Epston, & Markham, 2016) were used with individuals and groups. The article includes accounts of work with an individual and two groups of students. In the first story Alex, a 13-year-old student attending a mainstream secondary school, externalises negative emotions that adhered to the learning of Chinese, thus paving ways to see her abilities. In the second story, a group of three 14-year-old students from a mainstream secondary school externalise 'strengths' and 'resources' for learning Chinese so that the internal quality of a person was made apparent (M. White, 2007, p. 38). The third story involved a group of five students, eight to nine years of age, from a primary school attended mainly by CALD students. 'Chinese' was externalised and became an imaginary friend. This imaginary friend learned from the students, thus making the language less intimidating to approach. Recruited as a carrier and consolidator of the dominant knowledge associated with ethnic minorities, as a local Cantonese speaking person I attempted to maintain a position of being decentred but influential in these stories. [ABSTRACT FROM AUTHOR]