Belief either that non-standardized language use conveys or does not convey stereotypical negative information about the speaker or the racial group to which the speaker belongs.
Published in Chapter:
Educating Racially, Culturally, and Linguistically Diverse Children in a Global Era: The World at Home and at Home in the World
Kim H. Song (University of Missouri-St. Louis, USA), Shea N. Kerkhoff (University of Missouri-St. Louis, USA), and
Alina Slapac (University of Missouri-St. Louis, USA)
Copyright: © 2023
|Pages: 22
DOI: 10.4018/978-1-6684-6386-4.ch001
Abstract
This chapter explores the intersection of race, culture, and language, so teachers can provide racially, linguistically, and culturally responsive teaching for diverse learners, as classrooms around the world are increasingly diverse. There has been an urgent call for teacher training to move beyond colorblindness to serve racially, linguistically, and culturally diverse learners in an equitable, antiracist, and socially-just climate. The purpose of this chapter is to present teaching materials framed by a cosmopolitan lens that help teachers examine who they are as a racial, linguistic, and cultural being to help super diverse learners in this global era.