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Incorporating Culturally Responsive Teaching in After-School Programs.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Incorporating Culturally Responsive Teaching in After-School Programs./
Author:	Luna, Alejandro.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
Description:	43 p.
Notes:	Source: Masters Abstracts International, Volume: 83-06.
Contained By:	Masters Abstracts International83-06.
Subject:	English as a second language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28864113
ISBN:	9798496567107

Incorporating Culturally Responsive Teaching in After-School Programs.
Luna, Alejandro.

Incorporating Culturally Responsive Teaching in After-School Programs. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 43 p.

Source: Masters Abstracts International, Volume: 83-06.

Thesis (M.A.)--Greensboro College, 2022.

This item must not be sold to any third party vendors.

The number of immigrants has increased in the past three decades in the United States. This phenomenon has required schools to adapt to the needs of their communities and guarantee the right to education of immigrant children. Therefore, most counties offer English as a second language programs so students can learn the language and start or continue their education. However, students need additional support because families face a language and cultural barrier that compromises the students' academic success. That is why some communities offer after-school programs to help students complete their homework and help families support their children. This paper summarizes how mentorship can be aligned to culturally responsive teaching to support students' academic and social development through a series of photocopiable activities, and resources that tutors can use.

ISBN: 9798496567107Subjects--Topical Terms:

516208
English as a second language.
Subjects--Index Terms:

After-school

Incorporating Culturally Responsive Teaching in After-School Programs.
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520 $a The number of immigrants has increased in the past three decades in the United States. This phenomenon has required schools to adapt to the needs of their communities and guarantee the right to education of immigrant children. Therefore, most counties offer English as a second language programs so students can learn the language and start or continue their education. However, students need additional support because families face a language and cultural barrier that compromises the students' academic success. That is why some communities offer after-school programs to help students complete their homework and help families support their children. This paper summarizes how mentorship can be aligned to culturally responsive teaching to support students' academic and social development through a series of photocopiable activities, and resources that tutors can use.
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