2. or CRT is an approach to teaching and
learning that builds on the:
• Cultural Knowledge;
• Prior Experiences;
• Frames of Reference; and
• Performance of style of ethically
diverse students to make learning
encounters more relevant and
effective for them.

3. Is also referred to as:
Culturally Relevant
 Culturally Congruent; and
 Culturally Compatible
approach to working with students of
diverse backgrounds

5. Encourages
students to value
their own personal
cultural identities
and histories as
well as those of
others.

6. Culturally
responsive
teachers
Identify, Value and
Utilize these
information
networks to
support students
academic and

7. The scope of this
approach is:
Far-reaching;
 Encouraging
collaboration across
content areas; and
 Disciplines as well as
beyond the school
building integrating
students to gain a more

8. Students are
encouraged to
assume
responsibility for
their own learning
and view education
as a process by
sophisticated and
active participants in

9. CRT requires a
transformation in the
approach to teaching and
learning from one that
requires students to shed
of their identities to one
that affirms them – and
results in all of the
participants in the
classroom

10. Centering on students’
experiences and histories of
their cultural
communities, transforming
curriculum content and
pedagogical practices to be
closely aligned with
students’ identities.
Represents departure from

11. Culturally Responsive Teaching is
not solely for ethic and/or linguistic
minority
Students can and do benefit from
culturally responsive teaching as
well.

12. A Closer Look at the “C” in CRT

13. • It requires that teachers acknowledge
and value the role of race/ ethnicity;
• Encourages teachers to consider
other sites from which youth draw to
inform their:
• Identities
• Diversity

14. ifferent
ndividuals
aluing
ach other
egardless of
.
kin
ntellect
alents or
ears

16. A culturally responsive teacher
works to become familiar with
intercultural knowledge influences
and uses it to engage and work collaboratively
with students.

18. an article of faith
 a philosophy, or
 a philosophical view
It is a statement of belief
of a product
of someone else’s research.

19. Is the learning technique
that is utilized by teachers
to achieve a theory.

20. Refers to
various sets of
teaching devices
and
procedural strategies
to achieve
the theory.

22.  Politics define the goals, content, learning
experiences and evaluation strategies.
 The following are influenced by politics:
› Curricular materials
› Hiring of personnel
› Funding education
› Entry into educational institution and exam
systems

23.  Curriculum should be anchored on the
society’s expectation, aims and objectives.
 The teaching of curriculum should be
considered as well as the society’s
acceptance.
 Gender sensitivity and other organization.

24.  Education is financed by government to
improve the country’s economy through its
quality graduates.
 skills, learning content and experiences in
the classroom through its curriculum design
and implementation should gear towards
economic growth and government.

25.  market forces dictate what should be
included in the national curriculum.
 Employers have basic requirements. It is
imperative that educational institutions
find themselves working to meet this
basic requirement academically and
professionally.
 Textbooks, charts, equipment, chemicals
and science experiments must supply
the need.

26.  Technology must be up to date having
significant impact on education and
society.
 In this digital world and era, students
must have a good facility of skills and
knowledge in computer.

27.  Consideration for the environment and
its preservations
› Such as:
 Natural resources;
 Land;
 Sea; and
 Ozone layer
are necessities that influence curriculum
design to ensure the survival of future
generation.

28.  Children are primary recipients in
learning, therefore, it influence the:
› Curriculum content and delivery methods;
› Scheduling; and
› Time tabling.

30. 1. Establish
or obtain general goals of
education
2. Reduce the general goals to specific
instructional objectives that cover
different domains and levels
3. Assess prior student knowledge and
abilities

31. 4. Break learning into small sequential steps
5. Identify teacher behavior
6. Identify Student behavior
7. Write a description of the lesson
8. Evaluate to see if the intended outcomes
have been achieved.

32. LANGUAGE
THEORIES

33. 6 Theories:
1. Language Acquisition Theory
2. Davids Crystal’s theory on
language acquisition
3. Functional Theory
4. Behaviorism Theory of Language
5. Interactionist Theory
6. The Structural View/Theory

34. Language Acquisition Theory
Proponents: Chomsky, Crystal, Piaget and Aitchison
 Noam Chomsky
 Believes that children are born with an inherited
ability to learn any human language.
 claims that certain linguistic structures with children
must be imprinted on their minds.
 posited that every child has a “Language acquisition
device” or LAD which encodes the major principles
and grammatical structures into the child’s brain.

35. [Noam Chomsky]
 claims that every language its extremely complex.
 Since language structure is already imprinted he said
that learners have to learn new vocabulary and
apply syntactic structures to form sentence and
fluency <FL> Should be attained at age 5 or 6
 posited that all languages contains:
noun, verb, consonants, vowels, and they are “ Hard
Wired” to acquire grammar.
 claimed that children do not learn the language
through imitation alone.

36. Davids Crystal’s
Theory on Language Acquisition
Professor Crystal is best known for his 2 encyclopedias
• The Cambridge Encyclopedia of Language
•The Cambridge Encyclopedia of the English Language
5 stages of Language Acquisition:
STAGE 1: HELOPRHASTIC
- Built on the 3 operational purposes:
1. To get something they want
2. To get someone’s attention
3. To draw attention to something

37. STAGE 2: QUESTIONING
- Children build concepts on what and where
questions;
- They begin to classify things, persons, and
places;
- Concepts on opposition are clear
example:
 Big and Small
 hot and cold

38. STAGE 3:
- characterized by more
1. Complexities in grammar use
2. Children use information to make/ express their
wants/ needs
3. They can start meaning construction/
negation/ negotiation
example:
 Yes means yes
 No means no
 junk food is bad, why?

39. STAGE 4:
1. Characterized by increasingly complex
sentence structure.
2. Children can now use abstract
meaning, pragmatic comprehension and
situational analysis.
3. Rich in explanation.

40. STAGE 5:
1. They can give information
2. Ask and answer questions
3. Suggest/ offer/ state/ express opinions

41. Functional Theory
Proponents: Halliday
1. Language is seen as to have experiential meaning
example:
 Kiss
 Hug
 Wine
2. It is participative where language events is highly
interpersonal.
3. Language is seen as having
contextual, logical, and functional
meaning, therefore, it could be imaginative and
explorative.

42. Behaviorism Theory of Language
Proponent: B. F. Skinner
1. Language acquisition, according to
behaviorists, depends on:
 Human role models;
 Imitation;
 Rewards; and
 practice.
2. The focus is on reading and writing.
3. It is rule governed.
4. Error is treated with caution.

43. Interactionist Theory
Proponent: Yygotsky
1. Language development is both biological and
social.
2. It is influenced by the desire of children to
communicate with others.
3. This theory claims that children are born with a
powerful brain that matures slowly, which
predisposes many to acquire new understandings
as they socialize, interact with others.

44. The Structural View/Theory
1. The structural view of language is regarded as a
system of structurally related elements for the
transmission of meaning.
 Those Elements are:
 Phonological units (morphological)
 Grammatical Units
 Grammatical Operations
 lexical items
2. Areas of research drawn are:
 Linguistic Analysis
 Textual Discourse Analysis

45. Methods on the structural view:
1. Audio-lingual method;
2. Total physical response; and
3. The silent way.