Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Culturally and Linguistically Responsive Teaching: A Literature Review

  • Dr. Maríateresa H. Muñoz (Author) Florida International University image/svg+xml
    Dr. Mariateresa H. Muñoz is a Clinical Associate Professor at Florida International University (FIU). Dr. Munoz is a practicing clinician who instructs graduate students in the Department of Communication Sciences and Disorders in the Nicole Wertheim College of Nursing and Health Sciences. Her areas of teaching, clinical practice, and research include: early childhood development and intervention, augmentative and alternative communication (AAC), culturally and linguistically responsive practices, special education, neuromotor speech disorders, adult language disorders, and feeding disorders, including Avoidant/Restrictive Feeding Intake Disorder. At FIU, Dr. Muñoz managed a contract between FIU and Miami-Dade County Public Schools, which oversaw speech-language services provided by SLP graduate students and their respective supervisors to over 400 students enrolled in special education programs. Dr. Muñoz is currently the President and Founding Board Member of a clinical practice for speech-language-feeding deficiencies, St. Therese’s Roses of Hope, Pediatric (and Adult) Center, Inc., a non-profit organization, since 2011. Dr. Muñoz was the President and Executive Director of the Pediatric Center for Communication & Feeding Deficiencies, Inc., from 2001 to 2015. Dr. Muñoz worked directly for Miami-Dade County Public Schools as a speech-language pathologist and special education instructor from 1991 to 1999. Dr. Muñoz has an Associate’s Degree in Speech Communication from Miami-Dade College; a Bachelor’s Degree in Special Education from Florida International University; and a Master’s and Clinical Doctorate Degree in Speech-Language Pathology from Nova Southeastern University and is currently completing her second doctorate degree, Doctor in Philosophy, in Teaching and Learning with a concentration in Special Education from Florida International University.
  • Dr. Jorge Valdés (Author) Florida International University
    Dr. Valdés is the Dean of the Nicole Wertheim College of Nursing and Health Sciences, and a Clinical Professor at Florida International University. Dr. Valdés has spent the last several years in leadership roles at various academic institutions and at Florida International University, where he has made significant contributions to the field of Nurse Anesthesiology, serving as the Chair of the Department. Dr. Valdés is a 2002 Mayo Clinic, Mayo School of Health Sciences Nurse Anesthesia Program graduate. Dr. Valdés earned his Doctor of Nursing Practice Degree from the University of Miami in 2012; he is currently a student at FIU in the Ph.D. in Teaching and Learning program. Dr. Valdés actively advocates for diversity and inclusion in education and nursing. He is a prolific speaker, speaking nationally and regionally on diversity, and co-authoring book chapters on diversity in Nurse Anesthesiology practice. Dr. Valdés has been the author of numerous publications and received numerous grants. He tirelessly advocates for a Nurse Anesthetist appearing before the Florida House of Representatives as an expert clinician in healthcare issues. Dr. Valdés is an esteemed fellow of the American Association of Nurse Anesthesiology and a distinguished member of the Miami Dade College Hall of Fame due to his numerous contributions to the community. Additionally, in recognition of his unwavering dedication to excellence in all his endeavors, Dr. Valdés was awarded the President’s Council Real Triumphs Faculty award in 2021. These accolades serve as a testament to his exceptional achievements and unwavering commitment to excellence.
DOI
https://doi.org/10.64546/jaasep.557
Abstract
Over 200,000 individuals are studying to be educators in the United States in higher education programs, generally aimed at preparing educators to instruct monolingual, middle-class students (Cochran-Smith et al., 2020; Zhang-Wu, 2021). Coincidentally, in the last 30 years, the United States school system has experienced an 80% increase in students from culturally and linguistically diverse (CLD) backgrounds as English Language Learners (ELL), representing 10% of school enrollment or roughly 5 million students (Faltis & Valdés, 2016; Zhang-Wu, 2021). Despite this growth in student diversity, new educators are unprepared to teach the increasing CLD population (Zhang-Wu, 2021). The existing literature on CLD instruction can be divided into three themes: (a) perception of teaching ELLs, (b) preparation and motivation of educators to teach culturally diverse linguistic students (CLDS), and (c) acceptance of multilinguistic education. Thus, the researchers sought to conduct a literature review evaluating studies that investigated the effects of educators’ perception, preparation and motivation, and acceptance on the academic outcomes of students from CLD backgrounds.
Keywords
Bilingualism, Cultural Awareness, Cultural Background, Culturally Relevant Education, English Language Learners, Preservice Teacher Education
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How to Cite
Muñoz, M. H., & Valdés, J. (2024). Culturally and Linguistically Responsive Teaching: A Literature Review. Journal of the American Academy of Special Education Professionals, 19(3), 29-43. https://doi.org/10.64546/jaasep.557

Fall 2024

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  • Article Type Articles
  • Submitted September 10, 2024
  • Published October 15, 2024
  • Issue Fall 2024
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