[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-580435-105":59,"doc-detail-580435-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","an-authentic-setting-for-building-culturally-responsive-teachers","An Authentic Setting for Building Culturally Responsive Teachers","","An article examines culturally responsive teaching (CRT) in classrooms with diverse students and a largely homogeneous teacher workforce. It explains barriers created by insufficient preparation and gaps in teachers’ cultural competence, including the tendency to view students’ backgrounds through mainstream deficit lenses. The text contrasts limited survey-based approaches for learning about families’ funds of knowledge with authentic family talk and interviews. It proposes a K–6 family literacy bookmaking activity that helps parents share cultural knowledge, strengthening teacher efficacy and meaningful parent-teacher relationships.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/an-authentic-setting-for-building-culturally-responsive-teachers/580435/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/an-authentic-setting-for-building-culturally-responsive-teachers/580435.png","ImageObject",300,407,{"name":92,"@type":93},"Levi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why can culturally responsive teaching be challenging for many teachers?","Question",{"text":112,"@type":113},"Classrooms have increasing diversity, but teachers often remain extremely homogeneous, so culturally responsive teaching becomes difficult for educators whose cultural identities differ from their students. The text also notes that many teachers are inadequately prepared to teach ethnically diverse students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the article say about cultural competence?",{"text":117,"@type":113},"Cultural competence is described as building awareness of one’s own thoughts, words, actions, and interactions related to culture, while developing sensitivity to others in both formal and informal settings. Teachers without this competence may rely on mainstream lenses and see deficits rather than strengths.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the proposed family literacy activity support culturally responsive classrooms?",{"text":121,"@type":113},"A K–6 family literacy bookmaking activity creates an authentic setting for parents to share knowledge about their children’s cultural backgrounds. Teachers learn to value students’ backgrounds, reflect on curriculum integration, and strengthen cultural competence and teacher efficacy.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},580435,1792656956,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":52},7971461740909,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Promising Practicces  \nFamily Literacy  \nAn Authentic Setting for Building Culturally Responsive Teachers  \nMichele Byrne  \nIntroduction  \nClassrooms continue to become more diverse, while the demographic composition of teachers remains extremely homogeneous, where 80% of teachers identify as White. Consequently, culturally responsive teaching (CRT) can be challenging for teachers whose cultural identities differ from those of their students.  \nGay (2001) defined CRT as “using the cultural characteristics, experiences, and perspectives of ethnically diverse students as conduits for teaching them more effectively”(p. 106) . However, Gay stressed that “many teachers are inadequately prepared to teach ethnically diverse students”(p. 106) because they lack explicit knowledge about their students’“cultural values, traditions, communication, learning styles, contributions, and relational patterns”(p. 107) .  \nFurthermore, preparing teachers to be culturally responsive requires cultural competence, which Gallavan (2007) referred to as the process by which a person builds an “awareness of and sensitivity to [their] own thoughts, words, actions, and interactions related to culture in both formal and informal settings and expressions from other individuals”(p. 9) .  \nColumbo (2007) warned us that teachers who have not developed cultural competence are likely to view their  \nMichele Byrne is an assistant professor of reading  \nin the Department of Teacher Preparation  \nof the College of Education at Florida Gulf Coast University, Fort Myers, Florida.  \n© 2022 by Caddo Gap Press  \nstudents’ diverse cultural backgrounds through mainstream lenses and see deficits rather than strengths. Consequently, for teachers to affirm students’ diversity, they must experience a lifelong journey of transformation, working with students of diverse racial, ethnic, social class, and language backgrounds (Nieto, 2000) .  \nBecause the first step toward CRTis learning about students’ cultural backgrounds, providing teacher candidates with experiences for acquiring this critical information requires more attention. Historically, when seeking information about students’ cultural experiences, standard practice is for teachers to ask parents to fill out surveys or questionnaires that lack parent voice and perspective.  \nThis approach is especially true when seeking information about each family’s funds of knowledge, such as language, family values and traditions, friends and family, family outings, household chores, favorite television shows, and family occupations (Mollet al. , 1992) . Edwards and Pleasants (1997) referred to this approach to learning about home literacy practices as a one-dimensional approach that examines only artifacts and activities and stressed the need “to examine the physical environment, interpersonal interactions and emotional climates which are often just as critical”(p. 27) to understanding students’ cultural backgrounds.  \nOn the other hand, Florio-Ruane (2011) stressed that talk “can bring diverse people together and foster the learning of others’ language codes and literate practices”(p. 90) . For example, a family interview is an excellent tool for getting to know families through  \ndiscourse (Allen, 2010) . Teachers can learn about families’ interests, talents, roles, languages, and literacies in their homes and communities by talking with parents. By doing so, parents are positioned as the providers of their funds of knowledge, leaving them feeling valued and respected (Allen, 2010) . Consequently, more authentic approaches to learning about families’ cultural backgrounds where teachers know about the home context, home literacy practices, traditions, language, and family culture are needed.  \nHence, when designed correctly, family literacy activities can serve as authentic settings where parents provide teachers critical knowledge about their families’ cultures. As a result, teachers learn to value their students’backgrounds and","cbCaipFu0WbN2WKn","https://ap.wps.com/l/cbCaipFu0WbN2WKn","pdf",132169,"English","# Introduction\n# Culturally Responsive Teaching and Teacher Preparation\n## Cultural competence and lifelong transformation\n## Limits of survey-based family information\n# Authentic Family Talk and Home Literacy Practices\n# Proposed K–6 Family Literacy Bookmaking Activity\n## Building teacher efficacy and responsive classroom environments","[{\"question\":\"Why can culturally responsive teaching be challenging for many teachers?\",\"answer\":\"Classrooms have increasing diversity, but teachers often remain extremely homogeneous, so culturally responsive teaching becomes difficult for educators whose cultural identities differ from their students. The text also notes that many teachers are inadequately prepared to teach ethnically diverse students.\"},{\"question\":\"What does the article say about cultural competence?\",\"answer\":\"Cultural competence is described as building awareness of one’s own thoughts, words, actions, and interactions related to culture, while developing sensitivity to others in both formal and informal settings. Teachers without this competence may rely on mainstream lenses and see deficits rather than strengths.\"},{\"question\":\"How does the proposed family literacy activity support culturally responsive classrooms?\",\"answer\":\"A K–6 family literacy bookmaking activity creates an authentic setting for parents to share knowledge about their children’s cultural backgrounds. Teachers learn to value students’ backgrounds, reflect on curriculum integration, and strengthen cultural competence and teacher efficacy.\"}]","An Authentic Setting for Building Culturally Responsive Teachers | PDF",1792037612]