Culturally and linguistically responsive pedagogy: Examining teachers' conceptualizations of affirmative instructional practices for multilingual learners

Abstract A culturally and linguistically responsive teaching force is a critical element in the pursuit of educational justice (Levinson, 2022). Culturally and linguistically responsive pedagogy (CLRP) can disrupt patterns of marginalization and strengthen students' ability to thrive in schools (Akiba et al., 2010). In this study, the researchers examine how preservice and in‐service teachers understand and enact CLRP when teaching multilingual learners (MLs). Drawing on post‐observation reflection data with six preservice teacher residents and post‐observation interviews with 11 in‐service teachers across multiple classroom contexts and grade levels, the authors demonstrate how teachers enact responsive pedagogies by (1) implementing culturally relevant curricula, (2) embracing students' full communicative repertoires, (3) dismantling deficit‐based perspectives of MLs, and (4) practicing critical consciousness in teaching and learning.