This module discusses how to calibrate instructional practices responsive to multilingual learners’ (MLs’) social and cultural norms so that educators can provide instruction that is responsive to MLs’ needs and realities, which will allow for equitable access to learning opportunities (est. completion time: 2.5-3 hours).
Culturally Responsive Teaching
- 1. Being a Culturally Responsive Educator
- 2. Culturally and Linguistically Responsive Teaching Strategies
- 3. Choosing and Creating Culturally Relevant Materials
- 4. Culturally Responsive Strategies for Language and Literacy Support
- 5. Leveraging Funds of Knowledge
- 6. Summing It Up
- Module Evaluation
Welcome to the Multilingual Learner series! We present 10 modules in this series, all of which are geared towards educators and other interested stakeholders who want to further their knowledge and skills in pursuit of an equitable society where learners’ cultural, linguistic, and ethnic identities are honored and validated.
Multilingual learners (MLs) are by far the fastest-growing student population nationwide. Yet, they are an underserved student group, who deserve equal opportunities and access to resources to achieve academic success. It is our intention, therefore, to provide educators with opportunities to reflect on their teaching practices and explore ways in which they can help MLs see themselves as well as others a valued part of the world. To this end, we will be covering a range of topics in this series to help you (1) understand MLs’ diverse needs and strengths and (2) serve them better in your classrooms, schools, and communities. Thank you for being an advocate for MLs who, thanks to your dedication, will go on to enrich our communities and shape our nation.
- Module 1: An Introduction to Multilingual Learners
- Module 2: Every Teacher Is a Language Teacher
- Module 3: Word Recognition: A Prerequisite for Fluent Reading Comprehension
- Module 4: Fostering Reading Fluency
- Module 5: How Language Comprehension Leads to Reading Comprehension
- Module 6: Implementing Interventions
- Module 7: Explicit Vocabulary Instruction
- Module 8: Integrating Language into Content Instruction
- Module 9: Writing Instruction
We recommend using a 12-inch screen or bigger to view the online module for the best display of information and readability.
The increasing presence of multilingual learners (MLs) in U.S. classrooms, whether as immigrants or U.S. citizens, reveals a crucial need for teachers to employ culturally relevant teaching approaches. This is because MLs who learn in classrooms catered only towards the dominant social group are at a significant disadvantage. The misalignment in cultural understandings, expectations, and home vs. school knowledge often emerges as a source for MLs’ poor academic performance.
This module discusses how teachers can gain insight into MLs’ diverse needs and strengths and use this knowledge to increase the cultural responsiveness of their teaching. Teachers will learn what it means to be a culturally responsive educator for MLs and how those perspectives inform teaching strategies as well as the creation and use of culturally relevant materials. We will explore how culturally responsive pedagogy can be highly supportive of MLs’ language and literacy learning and how to incorporate students’ home and background knowledge to bolster their classroom learning. At the end of this module, teachers will feel more confident in providing more inclusive instructional practices that better serve MLs in classrooms, schools, and communities so that they see themselves as a valued part of the world.
Define the characteristics of a culturally responsive educator
Apply asset-based pedagogical approaches that harness students’ rich cultural and linguistic knowledge
Describe how materials can be chosen or created to enhance MLs’ content and language learning
Identify asset-based pedagogical approaches that support MLs’ language and literacy learning
Describe culturally relevant/responsive teaching approaches that validate MLs' lived experiences
Course Navigation, Design, and Policies
Throughout each course, you will see a Course Outline with a green ribbon and the title of the course at the top right corner of the page. The outline displays every section of the course. Click any section to jump right to it.
At any time you are in a module, you can go back to the Home Module page by clicking the Back to Module button located directly under the module outline.
As you go through the course, you will have the opportunity to click the Mark Complete box at the end of each section. When you do this, the sections you have completed will be crossed off in your outline, and you will be taken to the next section of the course.
Your progress will automatically be saved within the learning management system, and you can view your course progress through the progress bar located near the top of most sections.
Exiting and Resuming a Module
Know that your progress will automatically be saved within the learning management system. If you exit the website, once you log back in you can easily access your courses by clicking the on the My Dashboard button located on the gray ribbon on top of every page.
Note Feature within the Modules
Throughout each module, you will notice some Reflection boxes that provide various prompts. Each reflection will be in a grey box with an image of a pen/lightbulb. A built in feature of each module is the ability to take notes and save them for your future use. This feature can be used within any part of the module, but is especially helpful for the reflection activities.
To access the note feature, simply click on the purple Take Notes button fixed in the lower right-hand corner of the screen. When you click on this button, a Take Notes box will appear. This box can be moved anywhere on the screen. Within the box, there is a SAVE button as well as a Print Button.
The easiest way to print all the notes you take from the entire module is to click View All Notes. When you click View All Notes, you will be taken to a page like the one below.
Click the boxes of the Notes you would like to print, and then click Download Selected. All your notes will be downloaded into one document separated by headers.
All Ohio’s comprehensive learning modules are relevant to any educator working to support students’ literacy development. In each module, you will find in-depth narrative text, linked resources, realistic scenarios, reflection activities, and embedded audio and videos.
Each module is self-paced. The approximate time for completion of the module is listed in the Simple View of Reading Module text box on the home page of the module.
Additional information included on each module’s home page include:
- Required prerequisites for the module.
- A more detailed description of the module.
- Helpful downloadable resources for the module including an outline of the module’s content and supporting resources, a step-by-step guide to assist you in navigating the professional learning modules, and an in-depth information about the purpose and key elements of the Ohio Literacy Library.
Professional Development Certificatesare available for each comprehensive learning module. To earn a Professional Development Certificate, you must obtain a passing score of 85% or more on the module post-test. Please note that you are only allowed up to two attempts to obtain a passing score to earn your certificate.
When completing professional development modules within All Ohio, you can earn badges based on your engagement in and mastery of content within each comprehensive learning module. You earnAchievement Badges when you demonstrate proficiency with module content (i.e., obtaining a score of at least 85%), whereas Engagement Badges are awarded based on your level of participation on the site. Your earned Certificates and Badges will be displayed on your “All Ohio Dashboard.”
High standards of honesty and integrity are expected when completing professional development within this learning management system. Academic dishonesty includes, but is not limited to, dishonesty in the completion of activities and/or claiming credit for work not done or done by others. Any violation of these expectations can result in removal from this learning management system.