Affiliation:
1. Glendale Community College, USA
2. University of Southern California, USA
Abstract
The chapter discusses a critical mini classroom ethnography as a pedagogical tool for educators working with multilingual learners in K-12 or adult settings. Critical classroom ethnography and culturally responsive instruction in language teaching are discussed. For practicing language educators, a questionnaire, an interview guide, and a reflection template are offered. For pre-service teachers, a structured observation template is included. The suggested tools are discussed in relation to equitable and inclusive educational practices to help develop critical ethnographic skills as they pertain to critically reflective observation which can be utilized by all teachers. The chapter concludes with a discussion of how the mini classroom ethnography's use by a candidate in a language teacher preparation program in the US led to the process of critical and linguistic self-reflection and transformation towards becoming a more culturally responsive and inclusive practitioner.
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