In order to effectively prepare K-12 teachers to serve linguistically and culturally diverse students, it is vital to provide opportunities for them to develop their intra- and intercultural understandings. This paper describes how a faculty member designed and delivered a teacher preparation class centered on culturally relevant approaches. Students enrolled in this course completed assignments that were designed to guide them through an intracultural reflection to then expand their understandings to an intercultural context. Considering the students’ diverse linguistic and cultural experiences, assignments and projects provided opportunities for them to recognize their linguistic and cultural wealth in order to build their awareness for others’ experiences. After each assignment and project, the students reflected on their journey and planned how they could use their understanding when working with K-12 students living in a bilingual, bicultural community.
Esquierdo, J. J. (2021). Acknowledging and Affirming University Students’ Linguistic and Cultural Capital in an Education Course. Journal of Bilingual Education Research and Instruction, 23(1). 1-11.
Journal of Bilingual Education Research & Instruction