CULTURALLY RESPONSIVE TEACHING AND INTERCULTURAL BILINGUAL EDUCATION: THE UNITED STATES AND LATIN AMERICA’S PROPOSALS TO CULTURAL AND LINGUISTIC DIVERSITY
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| Format: | Artículo científico |
| Sprache: | en |
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Instituto Superior de Formación Docente Salomé Ureña
2021
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| author | Pedro Antonio Valdez-Castro |
| author_facet | Pedro Antonio Valdez-Castro |
| contents | CULTURALLY RESPONSIVE TEACHING AND INTERCULTURAL BILINGUAL EDUCATION: THE UNITED STATES AND LATIN AMERICA’S PROPOSALS TO CULTURAL AND LINGUISTIC DIVERSITY Pedro Antonio Valdez-Castro Educación bilin gual education interculturality se cond language acquisition Culturally responsive tea ching Today’s societies are characterized by cul-tural and linguistic diversity and schools are places where different groups meet. Two similar proposals in the United States and Latin America have emerged in this regard: Culturally Responsive Teaching (CRT) and Intercultural Bilingual Education (IBE). This work of bibliographical review compares both paradigms using the Comparative Method. Specifically, it contrasts their goals, historical backgrounds, and language teaching aspects concerning the Second Language Acquisition field. There were found strong differences in all areas. Regarding the goals, CRT is mostly concerned about school performance, while IBE focuses on political-cultural revindications. About the historical back-ground, CRT has been close to academia and IBE is mainly a result of social mobi-lization. In language teaching, CRT possesses a strong research tradition and solid scientific foundations. IBE presents scientific weaknesses and dispersion, as well as a lack of consensus. Regarding SLA, both paradigms are influenced by Commin’s notions of BICS and CALP and immersive bilingualism, Krashen’s hypotheses, and Vygotsky’s socio-cultural perspective and Zone of Proximal Development. The findings point out that these differences are related to the groups involved in the historical development and the way they emerged. Both paradigms should establish a dialog to strengthen each other. 2021 artículo científico 2636-2147 https://www.redalyc.org/articulo.oa?id=759879725009 en http://www.redalyc.org/revista.oa?id=7598 Revista Caribeña de Investigación Educativa application/pdf Instituto Superior de Formación Docente Salomé Ureña Revista Caribeña de Investigación Educativa (República Dominicana) Num.1 Vol.5 |
| format | Artículo científico |
| id | redalyc_759879725009 |
| institution | Redalyc |
| language | en |
| publishDate | 2021 |
| publisher | Instituto Superior de Formación Docente Salomé Ureña |
| spellingShingle | CULTURALLY RESPONSIVE TEACHING AND INTERCULTURAL BILINGUAL EDUCATION: THE UNITED STATES AND LATIN AMERICA’S PROPOSALS TO CULTURAL AND LINGUISTIC DIVERSITY Pedro Antonio Valdez-Castro Educación bilin gual education interculturality se cond language acquisition Culturally responsive tea ching CULTURALLY RESPONSIVE TEACHING AND INTERCULTURAL BILINGUAL EDUCATION: THE UNITED STATES AND LATIN AMERICA’S PROPOSALS TO CULTURAL AND LINGUISTIC DIVERSITY Pedro Antonio Valdez-Castro Educación bilin gual education interculturality se cond language acquisition Culturally responsive tea ching Today’s societies are characterized by cul-tural and linguistic diversity and schools are places where different groups meet. Two similar proposals in the United States and Latin America have emerged in this regard: Culturally Responsive Teaching (CRT) and Intercultural Bilingual Education (IBE). This work of bibliographical review compares both paradigms using the Comparative Method. Specifically, it contrasts their goals, historical backgrounds, and language teaching aspects concerning the Second Language Acquisition field. There were found strong differences in all areas. Regarding the goals, CRT is mostly concerned about school performance, while IBE focuses on political-cultural revindications. About the historical back-ground, CRT has been close to academia and IBE is mainly a result of social mobi-lization. In language teaching, CRT possesses a strong research tradition and solid scientific foundations. IBE presents scientific weaknesses and dispersion, as well as a lack of consensus. Regarding SLA, both paradigms are influenced by Commin’s notions of BICS and CALP and immersive bilingualism, Krashen’s hypotheses, and Vygotsky’s socio-cultural perspective and Zone of Proximal Development. The findings point out that these differences are related to the groups involved in the historical development and the way they emerged. Both paradigms should establish a dialog to strengthen each other. 2021 artículo científico 2636-2147 https://www.redalyc.org/articulo.oa?id=759879725009 en http://www.redalyc.org/revista.oa?id=7598 Revista Caribeña de Investigación Educativa application/pdf Instituto Superior de Formación Docente Salomé Ureña Revista Caribeña de Investigación Educativa (República Dominicana) Num.1 Vol.5 |
| title | CULTURALLY RESPONSIVE TEACHING AND INTERCULTURAL BILINGUAL EDUCATION: THE UNITED STATES AND LATIN AMERICA’S PROPOSALS TO CULTURAL AND LINGUISTIC DIVERSITY |
| topic | Educación bilin gual education interculturality se cond language acquisition Culturally responsive tea ching |
| url | https://www.redalyc.org/articulo.oa?id=759879725009 |