Document Type

Article

Publication Date

1-1-2013

Journal Title

CATESOL Journal

Volume Number

24

Issue Number

1

First Page

220

Last Page

244

Version

Publisher PDF: the final published version of the article, with professional formatting and typesetting

Disciplines

Bilingual, Multilingual, and Multicultural Education

Abstract

As the world is becoming increasingly flat (Ang, Van Dyne, Koh, Templer, & Chandrasekar, 2007; Darling-Hammond, 2010; Friedman, 2005), the classroom has become a mirror that often reflects this phenomenon at a microcosmic level. As such, teacher preparation 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 the 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.

Notes

Original publication information: Molina, S. C., “Romanticizing Culture: The Role of Teachers’ Cultural Intelligence in Working With Diversity”, CATESOL Journal, 2013: 24 (1), 220-244.

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