In-service and pre-service teachers’ orientations to linguistic, cultural and worldview diversity

Year 2019, Volume: 8 Issue: 1, 35 - 54, 29.04.2019

Anuleena Kimanen , Jenni Alisaari Arto Kallioniemi

Abstract

Culturally and linguistically responsive education takes the learners’ diverse identities and
languages into account in many ways. This article explores the orientations that emerge when
pre-service and in-service teachers evaluate their preparedness to conduct certain culturally
and linguistically responsive practices. Exploratory factor analysis was conducted on survey
data from 181 respondents. In general, teachers’ orientations towards culturally and linguistically responsive pedagogy were positive. Three orientations were identified: orientation to
culture, to language and learning, and to affirming identities, with the last being the strongest.
Gender, training on multicultural education and current professional status had a significant
influence on respondents’ orientations. The results give valuable information for developing
teacher education to better respond to the needs of those teaching diverse learners.

Keywords

culturally responsive education, linguistically responsive education, teachers, task perception

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