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Darling-Hammond, 2010; Friedman, 2005), the classroom has become a mirror that often reflects this phenomenon at a microcosmic level. As such, teacherpreparation programs are continuing to emphasize the importance of understanding and valuing student cultures to inform teaching practice. This study sought to examine how 10 in-service teachers in the San Diego area understand the role of culture in their daily work with their culturally and linguistically diverse students using the cultural intelligence framework (Earley & Ang, 2003). While  \nthe cultural intelligence framework provided some insight into how teachers understood certain aspects of culture in relation to their students, it also brought to light the complexity of defining and assessing cultural competence. In fact, teachers challenged the elevated emphasis on culture in the literature, and instead, highlighted additional competencies of value to them in this work.  \nIntroduction  \nIn order for our students to participate in this increasingly interconnected  \nworld (Friedman, 2005), it has become of utmost importance for research  \ners and teachers alike to equip our students with the tools to engage on the global platform. Darling-Hammond (2010) believes that this work begins in our classrooms as we address issues of social justice and equity among our own children. When children recognize the power of their voice and understand the wealth that their backgrounds and cultures bring to their classrooms, their communities, and the world, they will more likely begin to see themselves as valued members of the global community. As teachers continue to work with an increasingly culturally and linguistically diverse (CLD) student population, their roles have become more complex in addressing not only the academic and institutional demands of their work, but also the interpersonal and intrapersonal demands of meeting the needs of all learners. The growing number of teacher-training materials for public school teachers explicating best practiceson teaching CLD populations mainstreamed into their classrooms not only ex-  \n220 • The CATESOL Journal 24.1 • 2012/2013  \npect teachers to understand the linguistic needs of their students, but they also make an argument for teachers to expand their roles to include that of “cultural mediators” (Echevarria & Graves, 2007) and “cultural brokers” (Gay, 1993), teachers who “thoroughly understand different cultural systems, are able to interpret symbols from one frame of reference to another, can mediate cultural incompatibilities, and know how to build bridges or establish linkages across cultures that facilitate the instruction process”(p. 293) .  \nIn a similar vein, researchers in the field of teacher training also expect teachers to develop “sociocultural consciousness,” which is an awareness that helps them negotiate their interactions with their students with an understanding that these interactions are mediated by their sociocultural backgrounds. In other words, they need to realize that their worldviews are influenced by their experiences and backgrounds (Banks et al., 2005) . Teachers are expected to advocate for their students and eliminate educational disparities (Banks et al., 2005, p. 233). In Quintanar-Sarellana’s (1997) survey study of teachers working with CLD students, she found that culturally unaware teachers may or may not be aware of the differences between their students’ and the schools’ cultures or they may reject their students’ cultures covertly, but unfortunately at times, overtly. Alexander and Schofield (2006ab) indicate that the unconscious stereotypes that teachers carry with them about their students often lead to their students’ academic needs not being met. On the o","cbCaifyZ26ZYUa8e","https://ap.wps.com/l/cbCaifyZ26ZYUa8e","pdf",601254,25,"English","# Introduction\n# Purpose of the Study\n# Theoretical Framework","[{\"question\":\"What is the main focus of the study?\",\"answer\":\"The study examines how in-service teachers understand the role of culture in their daily work with culturally and linguistically diverse (CLD) students, using the cultural intelligence framework.\"},{\"question\":\"How many teachers participated, and where?\",\"answer\":\"The study includes 10 in-service teachers working in the San Diego area.\"},{\"question\":\"What does the theoretical framework emphasize before defining cultural competence?\",\"answer\":\"It reviews what constitutes culture, including culture as cultivation, the “black box” of shared meanings and behaviors, and “sense making practices” shaped through socialization.\"}]","Romanticizing Culture - The Role of Teachers’ Cultural Intelligence in Working With Diversity | PDF",1792085933,63]