Culturally and Linguistically Responsive Teaching is based in the belief that every student brings all of the strengths necessary to succeed academically upon school entry. However, most educators (and the public) still view students who live in poverty and/or are Standard English Learners (who speak varieties of English that differ significantly from Academic Classroom English) through a deeply ingrained deficit perspective.
…education, at its best, hones and develops the knowledge and skills each student already possesses, while at the same time adding new knowledge and skills to that base. – Lisa Delpit (ASCD, 2011)
Ventris Learning’s innovative language development-based supplemental resources help educators more effectively meet the needs of these students who are so often underserved in literacy instruction.
ToggleTalk program author Dr. Holly Craig describes how she became interested in studying African American English, and how her years research in this area resulted in the development of the ToggleTalk program.
Dr. Sharroky Hollie, Executive Director of the of the Center for Culturally Responsive Teaching and Learning (CCRTL), presents an overview of Culturally and Linguistically Responsive (CLR) instruction with the goal of building and bridging students to success in academia and mainstream culture.
Kelli Harris-Wright, Ed.S, CCC-SLP, discusses a program that helped students add standard English skills in a public school setting.
How does the way we talk shape our social worlds? How do our social worlds shape the way we talk? In this session of Stanford Open Office Hours, Professor John Rickford responds to audience questions on the linguistics of race and ethnicity in America.