ABSTRACT

As the number of culturally and linguistically diverse (CLD) students increases, teachers need to leverage their professional capacity to be responsive and inclusive in their teaching. However, many teachers feel unprepared to work effectively with CLD students. In our study, we present evidence for a self-efficacy scale that measures teachers’ confidence in enacting culturally and linguistically relevant pedagogy (CLRP). We then explore the relative contributions of teachers’ self-efficacy to enact CLRP. The results suggest that CLRP self-efficacy positively predicted teachers’ advocacy for and engagement with families and community, and teachers’ teaching and assessment of CLD students.

摘要

随着文化和语言多样化（CLD）学生数量的增加，教师需要利用他们的专业能力在教学中做出反应并具有包容性。然而，许多教师感到没有准备好与 CLD 学生进行有效的合作。在我们的研究中，我们提供了自我效能感量表的证据，该量表衡量了教师实施文化和语言相关教学法 (CLRP) 的信心。然后我们探讨教师自我效能感对制定 CLRP 的相对贡献。结果表明，CLRP 自我效能感正向预测教师对家庭和社区的倡导和参与，以及教师对 CLD 学生的教学和评估。