Australian Journal of Teacher Education - Volume 41 - Issue 8 - Article 1 - Navigating the Challenges of Becoming a Culturally Responsive Teacher

Oct 15, 2026

Research shows graduates of teacher education programs do not always transfer or apply the best practices learned to classroom instruction because of course features, student variables, and workplace environment factors. This study investigated the challenges faced by a secondary English teacher in the U.S. when implementing culturally responsive teaching for ELLs. Findings identify external, strategy-and-language-related barriers and internal novice uncertainties. Supportive networking outside the school enabled changes across a school year.

LanguageEnglish

CategoryExam

FormatPDF

Pages22

Reading Time55 min

AccessFree to download

Abstract

Introduction

Background and Rationale

Culturally Responsive Teaching Framework

Study Focus and Research Gap

Australian Journal of Teacher Education | Volume 41 | Issue 8 | Article 1 | | --- | --- | | 2016
Navigating the Challenges of Becoming a Culturally Responsive Teacher: Supportive Networking MayBe the Key
Nina L. Nilsson Ph.D.
Saint Joseph's University, [nnilsson@sju.edu](nnilsson@sju.edu)
Ailing Kong Ph.D.
Saint Joseph's University, [akong@sju.edu](akong@sju.edu)
Shantel Hubert
George School, shubert@georgeschool.org | | Recommended Citation Nilsson, N. L., Kong, A., & Hubert, S. (2016). Navigating the Challenges of Becoming a Culturally Responsive Teacher: Supportive Networking May Be the Key. Australian Journal of Teacher Education, 41 (8). Retrieved from [http://ro.ecu.edu.au/ajte/vol41/iss8/1](http://ro.ecu.edu.au/ajte/vol41/iss8/1) This Journal Article is posted at Research Online. [http://ro.ecu.edu.au/ajte/vol41/iss8/1](http://ro.ecu.edu.au/ajte/vol41/iss8/1) Navigating the Challenges of Becoming a Culturally Responsive Teacher: Supportive Networking May Be the Key Nina L. Nilsson Ailing Kong Saint Joseph’s University Shantel Hubert George School Abstract: Research shows graduates of teacher education programs do not always transfer, or apply, the best practices they learn to instructional practice due to factors related to course features, the student, and workplace environment (e.g., Brown & Bentley, 2004; de Jong et al., 2010). This study examined the challenges a secondary level English teacher in the United States encountered when she attempted to implement culturally responsive teaching practices she learned from a graduate course to her class with ELLs. Findings indicate she faced strategy-and language-related challenges due to student culture and school environment factors (“external challenges”), as well as her own uncertainties as a novice ELL teacher (“internal challenges”). Supportive networking with others outside the workplace facilitated beginning changes in the teacher’s instructional practice when support at her school was not available. Communications between the teacher and professors occurred regularly throughout an entire school year via emails, face-to-face meetings, phone calls, and class visits with feedback. Based on analyses of data (e.g., teacher reflective journal, observation field notes, email correspondence, interview data), the authors conclude, though not easy or automatic, the transfer of culturally responsive practices learned from a university course to classroom practice is possible, but supportive networking may be helpful, or even necessary. Introduction An area of great concern for teachers in the United States is the growing number and low performance of English language learners (ELLs) in schools today. For example, public school enrollment of ELLs grew by 56% from 1995-2005, nearly seven times total school enrollment (Batalova, Fix, & Murray, 2007; NCELA, 2006) . While the number of ELL students in public schools continues to grow (U.S. Dept. of Ed. , 2015), ELL students are falling further and further behind their classmates. From 2005 to 2011, the gap between eighth-grade ELLs’ and non-ELLs’reading scores on the National Assessment of Educational Progress (NAEP) increased from 26% to 31%(U.S. Dept. of Ed., 2015) . Even more alarming is the fact that more than 59% of all Latino ELLs, the largest group of immigrant youth in the United States, drop out of school before graduating (Fry, 2003) . To address these concerns, state departments of education across the United States are mandating that teacher education programs require candidates to take course work addressing the needs ofELLs. For example, in the authors’ home state where this study was conducted, as of Jan. 1, 2011, the PA Dept. of Ed. requires all teacher certification programs in the state to include 3 credits or 90 additional hours, or an equivalent combination, addressing the needs ofELLs (The PA Code, n.d., p. 13) .

FAQs

What challenges did the teacher face when implementing culturally responsive teaching practices for ELLs?

The teacher encountered external challenges related to strategy and language, influenced by student culture and the school environment, as well as internal challenges tied to her uncertainties as a novice ELL teacher.

How did supportive networking affect the teacher’s instructional practice?

Supportive networking with others outside the workplace facilitated beginning changes when support at the school was not available, supported through regular communications over the school year.

What conclusion do the authors draw about transferring culturally responsive practices?

The authors conclude that transfer from a university course to classroom practice is possible, though not easy or automatic, and may require supportive networking to be effective.

Oct 15, 2026

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