Culturally and Linguistically Responsive Pedagogy: Bridging the Gap Between Theory and Practice

Abstract

In recent decades, classrooms have become increasingly multicultural with many students from varied cultural backgrounds. This shift brings linguistic and cultural differences and variations in skills, experiences, and preferences. Within this context, culturally and linguistically responsive pedagogy (CLRP) (Gay, 2000) has emerged as a critical approach, signifying a transformative shift in contemporary education. As defined by Ladson-Billings (1994), CLRP empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes.

This paper explores the theoretical and practical aspects of CLRP by integrating my personal experiences to illustrate how theoretical principles translate into practice. It investigates strategies to bridge the gap between theory and application in promoting equitable education. By equipping educators with the techniques and perspectives necessary to navigate modern educational environments effectively, the primary objective is to provide educators and researchers with the knowledge to advocate educational justice through CLRP.