Overview

Concrete strategies to support students with culturally and linguistically diverse backgrounds Students learn best when they can relax and be themselves at school. In Strategies for Culturally and Linguistically Responsive Teaching and Learning, Second Edition, educators will learn to examine all aspects of teaching practice with an eye toward meeting the needs of today’s diverse student populations. This professional resource provides clear explanation and hands-on tools for implementing a CLR approach across the school day: in student-teacher relationships, the classroom environment, curricular materials, instructional approaches, and more. In the second edition, you’ll learn how to recognize 16 cultural behaviors that are often not validated and affirmed at school, and how to respond based on CLR practices. Additionally, you’ll learn how to incorporate responsive literacy, vocabulary, and classroom management strategies throughout your teaching. This update includes two new sections in each chapter: one that helps you support students in “being themselves” at school, and another that includes discussion questions for PLCs or book study groups. Helps teachers become more culturally and linguistically responsive by considering their own current mindsets and practices, and showing them why and how to make changes Provides over 100 strategies, along with insights about how and when to use them /li> Features sample lessons showing how teachers can incorporate the strategies into their instruction Includes pre- and post-self-assessments, reflection prompts, and application questions for teachers Now in a user-friendly bound-book format   Strategies for Culturally and Linguistically Responsive Teaching and Learning gives you what you need to ensure you lead a CLR classroom that allows students to thrive. Use this book on its own or as a companion to Dr. Sharroky Hollie’s Culturally and Linguistically Responsive Teaching and Learning.

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Dr. Sharroky Hollie is an esteemed educator and author known for his passionate advocacy of culturally and linguistically responsive teaching practices. With over three decades of experience in education, Dr. Hollie has dedicated his life to promoting the validation and affirmation of underserved students. As the founder and executive director of the non-profit organization, The Center for Culturally Responsive Teaching and Learning (The Center), Dr. Hollie has been instrumental in empowering educators to effectively engage students from diverse backgrounds. Since 2004, The Center has impacted and influenced hundreds of school districts in the US and Canada and thousands of educators with the concept of cultural and linguistic responsiveness. In addition to his work with The Center, Dr. Hollie is the author of several influential books and articles, including Culturally and Linguistically Responsive Teaching and Learning: Classroom Practices for Student Success 2nd Edition; The Will to Lead, the Skill to Teach; and Supporting Underserved Students: How to Make PBIS Culturally and Linguistically Responsive. He is a contributing author to several texts, namely Proud to Be Different: Ethnocentric Niche Charter Schools in America, Teaching African American Learners to Read, and The Oxford Handbook on African American Language. Dr. Hollie is a former tenured assistant professor in teacher education at Cal State University and has been a visiting professor at UCLA, Stanford, Hebrew Union College in Los Angeles, and Webster University in St. Louis. His teaching career began in Los Angeles Unified, where he taught middle and high school English Language Arts and served as a district administrator and professional development provider for the Academic English Mastery Program. Hollie's proudest work is the founding of the Culture and Language Academy of Success, a K-8 independent laboratory school that existed from 2003-2013.

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