Evaluating the Power of CRT in Second Language Acquisition for K–12 Students

Culturally Responsive Teaching and Second Language Acquisition: Evaluating Effectiveness for Culturally and Linguistically Diverse K–12 Students

This article investigates the impact of culturally responsive teaching (CRT) practices on second language acquisition (SLA) among culturally and linguistically diverse K–12 students. Using a combination of formative and summative assessments, including Integrated Performance Assessments (IPAs), surveys, classroom observations, and reflective activities, this study evaluates student achievement, engagement, and cultural awareness. Findings from existing literature suggest that CRT increases motivation and engagement, which are directly linked to improved academic outcomes. This article presents an evaluation framework designed to capture authentic language use and intercultural competence, emphasizing the importance of real-world assessments in language education.

Keywords:

culturally responsive teaching, second language acquisition, K–12 education, Integrated Performance Assessments, engagement, cultural competence

Introduction

Second language acquisition (SLA) in culturally and linguistically diverse classrooms poses unique challenges for educators. Traditional instructional methods often fail to engage students or reflect their cultural experiences, potentially limiting learning outcomes. Culturally responsive teaching (CRT) offers an approach that integrates students’ cultural backgrounds into the curriculum to promote engagement, motivation, and authentic language use. This study seeks to address the question: How can culturally responsive teaching practices enhance second language acquisition for culturally and linguistically diverse K–12 students?

Research-Backed Impact

Research supports the positive effects of CRT on student engagement and achievement. Luter, Mitchell, and Taylor (2017) found that “community-based programs that incorporate culturally relevant content lead to improved academic indicators among students” (p. 25). Byram (1997) emphasizes that “intercultural competence involves the ability to understand and relate to cultural differences, enhancing communication and fostering mutual respect” (p. 7).

Integrated Performance Assessments (IPAs) provide authentic evaluation of communication skills in real-world contexts. An Integrated Performance Assessment (IPA) is a comprehensive evaluation method that assesses students' language proficiency through a series of interconnected tasks across three modes of communication: interpretive, interpersonal, and presentational. Madison (2019) observes that “IPAs provide a comprehensive framework for assessing students' language proficiency in real-world contexts” (p. 10). By combining formative and summative assessments, IPAs allow educators to measure bot