As more and more students from diverse
backgrounds populate 21st century classrooms,
and efforts mount to identify effective
methods to teach these students, the need for
pedagogical approaches that are culturally
responsive intensifies. Today’s classrooms
require teachers to educate students varying
in culture, language, abilities, and many other
characteristics (Gollnick & Chinn, 2002). To
meet this challenge, teachers must employ not
only theoretically sound but also culturally
responsive pedagogy. Teachers must create a
classroom culture where all students regardless
of their cultural and linguistic background are
welcomed and supported, and provided with
the best opportunity to learn.