Engaging Ethnic-Diverse Students: A Research Based on Culturally Responsive Teaching for Roma-Gypsy Students
Abstract
:1. Introduction
2. The Landscape of Education of Roma-Gypsy Students
2.1. An International Vision: Europe
2.2. A National Vision: Spain
2.3. Roma-Gypsy Students and Culture: Why Should It Be Taught?
2.4. Why Teaching Ethnic Minorities in the EFL Classroom through Culture?
3. Theoretical Framework
3.1. Humanistic Approach to Teaching and Learning
3.2. Culturally Responsive Teaching
4. Method. Study of a High School Scenario in Northwestern Spain
4.1. Introduction
4.2. Participants
4.3. Instruments
4.4. Analysis (Justify)
4.4.1. Students’ Academic Performance
4.4.2. Students’ Attendance
4.5. Results
- Increase motivation among students: students participated more in the classroom and absenteeism among Gypsy students decreased.
- Social skills among Gypsy and non-Gypsy students were developed, easing inclusion among the Educative Community thanks to cultural activities that helped them to understand unknown aspects about gypsy culture. Communication between both groups has been reinforced too and an increasing trend of groups where cultural diversity is palpable.
- Through the development of different activities (research projects, role plays, listening activities…). Gypsies have won more visibility inside the high school and awareness about their cultural heritage has been enlarged as it can be seen in Figure 6 after analyzing the survey filled by the students.
- Help students achieve a certain level of proficiency in the English language allowing them to communicate in real situations while helping them to recognize its positive effects.
5. Discussion
6. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
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Study Levels | Year 2005 | Year 2011 | Year 2018 | |||
---|---|---|---|---|---|---|
Illiterate | 13.1 | 71.2 | 8.6 | 59.3 | 9.85 | 36.46 |
Without studies | 58.1 | 50.7 | 26.61 | |||
Finished compulsory Primary studies | 15.1 | 18.8 | 14.61 | |||
Incomplete Secondary Studies | 7.3 | 11.9 | 31.57 | |||
Finished Secondary Studies (Compulsory Sec. Education, Upper Sec. Education, Vocational Training) | 5.3 | 6.4 | 7.4 | 10 | 14.21 | 17.36 |
Higher Education/University studies | 1.1 | 2.6 | 3.15 | |||
Total | 100 | 100 | 100 |
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Meléndez-Luces, J.; Couto-Cantero, P. Engaging Ethnic-Diverse Students: A Research Based on Culturally Responsive Teaching for Roma-Gypsy Students. Educ. Sci. 2021, 11, 739. https://doi.org/10.3390/educsci11110739
Meléndez-Luces J, Couto-Cantero P. Engaging Ethnic-Diverse Students: A Research Based on Culturally Responsive Teaching for Roma-Gypsy Students. Education Sciences. 2021; 11(11):739. https://doi.org/10.3390/educsci11110739
Chicago/Turabian StyleMeléndez-Luces, Jennifer, and Pilar Couto-Cantero. 2021. "Engaging Ethnic-Diverse Students: A Research Based on Culturally Responsive Teaching for Roma-Gypsy Students" Education Sciences 11, no. 11: 739. https://doi.org/10.3390/educsci11110739
APA StyleMeléndez-Luces, J., & Couto-Cantero, P. (2021). Engaging Ethnic-Diverse Students: A Research Based on Culturally Responsive Teaching for Roma-Gypsy Students. Education Sciences, 11(11), 739. https://doi.org/10.3390/educsci11110739