Nurturing self-efficacy for culturally responsive teaching through online language immersion

Abstract

Purpose This study aims to examine the impact of an online language immersion program on the participants’ self-efficacy for culturally responsive teaching. Design/methodology/approach The Culturally Responsive Teaching Self-Efficacy Scale (Siwatu, 2007), the Culturally Responsive Teaching Outcome Expectations Scale (Siwatu, 2007) and the Culturally Responsive Classroom Management Self-Efficacy Scale (Siwatu, et al., 2015) were used to examine the impact of the intervention using a pretest/posttest analysis. Participant reflections were also qualitatively coded to provide further insight into the program. Findings The intervention showed a statistically significant and positive change to participant’s self-efficacy in the areas of culturally responsive teaching and culturally responsive classroom management. Participants showed growth in outcome expectancy, but this change was not statistically significant. Practical implications Educators working with a high number of English learners (EL) can benefit from the intervention, which allows the educator to share in the language learning experience and gain a deeper understanding of the day-to-day challenges faced by their students. Originality/value This study represents the second attempt to document the impact of the BaseLang Grammarless program as a professional learning intervention for K-12 educators working in schools with a high rate of EL.