Review of the Classroom Implications Discussed in Language and Cultural Practices in Communities and Schools: Bridging Learning for Students from Non-Dominant Groups Edited by Inmaculada García-Sánchez & Marjorie Faulstich Orellana

Language; culture; non-dominant groups; funds of knowledge; multicultural education

Authors

  • Amirreza Karami
    akarami@uark.edu
    Ph.D. candidate in Curriculum and Instruction, Department of Curriculum and Instruction, College of Education and Health Professions, University of Arkansas, Fayetteville, U.S.A
June 30, 2021

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This review provides a summary of the classroom implications discussed in Language and Cultural Practices in Communities and Schools: Bridging for Students from Non-Dominant Groups edited by Inmaculada García-Sánchez and Marjorie Faulstich Orellana (2019). Although there are thirteen chapters in this book written by different scholars, they are related to each other and provide teachers with some research-based guidelines on how to integrate different sources of knowledge—such as students’ funds of knowledge—into their instructions in multicultural classrooms. The review of the classroom implications discussed in this book highlights the important role of the teacher once more in providing minority students with the equitable education that they deserve. Therefore, teachers need to be familiarized with culturally responsive teaching approaches in general and, in particular, with different teaching methods and strategies of multicultural education. This will allow teachers to prepare their students to live successfully and peacefully in non-native cultural settings and societies.