Engaging Ethnic-Diverse Students: A Research Based on Culturally Responsive Teaching for Roma-Gypsy Students

Intercultural Education is a key feature in the development of inclusion strategies aimed at ethnically diverse students. Transformative approaches towards learning such as Culturally Responsive Teaching (CRT) are essential in order to answer the educative needs that arise due to the coexistence bet...

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Autores principales:	Jennifer Meléndez-Luces, Pilar Couto-Cantero
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	Culturally Responsive Teaching bilingual education Roma-Gypsy inclusion intercultural education pluriculturalism Education L
Acceso en línea:	https://doaj.org/article/51398b76ba414458a8d0173ea44aedd8
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spelling	oai:doaj.org-article:51398b76ba414458a8d0173ea44aedd82021-11-25T17:23:51ZEngaging Ethnic-Diverse Students: A Research Based on Culturally Responsive Teaching for Roma-Gypsy Students10.3390/educsci111107392227-7102https://doaj.org/article/51398b76ba414458a8d0173ea44aedd82021-11-01T00:00:00Zhttps://www.mdpi.com/2227-7102/11/11/739https://doaj.org/toc/2227-7102Intercultural Education is a key feature in the development of inclusion strategies aimed at ethnically diverse students. Transformative approaches towards learning such as Culturally Responsive Teaching (CRT) are essential in order to answer the educative needs that arise due to the coexistence between ethnic minorities and mainstream society. Therefore, cultural and historical representation of these communities play an important role as gatekeepers in order to achieve positive results as far as inclusive education is concerned. This article explores research based on a case study carried out in a high school located in the North-West of Spain developing successful learning stories after implementing the CRT methodology within the teaching of English as a foreign language. For its development, this article examines the trajectory of education with Roma-Gypsy students and moves forward with previous studies that endorse the success of using this approach among ethnically diverse students for their inclusion within the educative system. Intercultural and Plurilingual Education is a key feature in the development of inclusion strategies aimed at ethnically diverse students. This article includes research based on a case study carried out in a high school located in the North-West of Spain. It is aimed at: 1. Engaging ethnically diverse students to become part of the mainstream classroom through the inclusion of their culture; 2. Improving their language skills and competencies in the learning of a foreign language; 3. Raising the attendance at schools of ethnically diverse students. To achieve these targets the Culturally Responsive Teaching (CRT) Methodology has been implemented. CRT is considered essential to answer the educative needs that arise due to the coexistence between ethnic minorities and conventional communities. After gathering and analyzing data, results show that: ethnically diverse students’ motivation has been increased; it also expanded their social skills among peers; they gained more visibility; and finally, both diverse and non-diverse learners improved their proficiency in the English language. The discussion section states that the use of CRT Methodology traditionally used with Afro-American and Native-American students is also relevant for the Roma-Gypsy students that took part in this study.Jennifer Meléndez-LucesPilar Couto-CanteroMDPI AGarticleCulturally Responsive Teachingbilingual educationRoma-Gypsyinclusionintercultural educationpluriculturalismEducationLENEducation Sciences, Vol 11, Iss 739, p 739 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Culturally Responsive Teaching bilingual education Roma-Gypsy inclusion intercultural education pluriculturalism Education L
spellingShingle	Culturally Responsive Teaching bilingual education Roma-Gypsy inclusion intercultural education pluriculturalism Education L Jennifer Meléndez-Luces Pilar Couto-Cantero Engaging Ethnic-Diverse Students: A Research Based on Culturally Responsive Teaching for Roma-Gypsy Students
description	Intercultural Education is a key feature in the development of inclusion strategies aimed at ethnically diverse students. Transformative approaches towards learning such as Culturally Responsive Teaching (CRT) are essential in order to answer the educative needs that arise due to the coexistence between ethnic minorities and mainstream society. Therefore, cultural and historical representation of these communities play an important role as gatekeepers in order to achieve positive results as far as inclusive education is concerned. This article explores research based on a case study carried out in a high school located in the North-West of Spain developing successful learning stories after implementing the CRT methodology within the teaching of English as a foreign language. For its development, this article examines the trajectory of education with Roma-Gypsy students and moves forward with previous studies that endorse the success of using this approach among ethnically diverse students for their inclusion within the educative system. Intercultural and Plurilingual Education is a key feature in the development of inclusion strategies aimed at ethnically diverse students. This article includes research based on a case study carried out in a high school located in the North-West of Spain. It is aimed at: 1. Engaging ethnically diverse students to become part of the mainstream classroom through the inclusion of their culture; 2. Improving their language skills and competencies in the learning of a foreign language; 3. Raising the attendance at schools of ethnically diverse students. To achieve these targets the Culturally Responsive Teaching (CRT) Methodology has been implemented. CRT is considered essential to answer the educative needs that arise due to the coexistence between ethnic minorities and conventional communities. After gathering and analyzing data, results show that: ethnically diverse students’ motivation has been increased; it also expanded their social skills among peers; they gained more visibility; and finally, both diverse and non-diverse learners improved their proficiency in the English language. The discussion section states that the use of CRT Methodology traditionally used with Afro-American and Native-American students is also relevant for the Roma-Gypsy students that took part in this study.
format	article
author	Jennifer Meléndez-Luces Pilar Couto-Cantero
author_facet	Jennifer Meléndez-Luces Pilar Couto-Cantero
author_sort	Jennifer Meléndez-Luces
title	Engaging Ethnic-Diverse Students: A Research Based on Culturally Responsive Teaching for Roma-Gypsy Students
title_short	Engaging Ethnic-Diverse Students: A Research Based on Culturally Responsive Teaching for Roma-Gypsy Students
title_full	Engaging Ethnic-Diverse Students: A Research Based on Culturally Responsive Teaching for Roma-Gypsy Students
title_fullStr	Engaging Ethnic-Diverse Students: A Research Based on Culturally Responsive Teaching for Roma-Gypsy Students
title_full_unstemmed	Engaging Ethnic-Diverse Students: A Research Based on Culturally Responsive Teaching for Roma-Gypsy Students
title_sort	engaging ethnic-diverse students: a research based on culturally responsive teaching for roma-gypsy students
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/51398b76ba414458a8d0173ea44aedd8
work_keys_str_mv	AT jennifermelendezluces engagingethnicdiversestudentsaresearchbasedonculturallyresponsiveteachingforromagypsystudents AT pilarcoutocantero engagingethnicdiversestudentsaresearchbasedonculturallyresponsiveteachingforromagypsystudents
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Engaging Ethnic-Diverse Students: A Research Based on Culturally Responsive Teaching for Roma-Gypsy Students

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