This article focuses on the application of the philosophical principles of John Dewey and
Culturally Responsive Education in the creation of lesson plans for Vietnamese students in the
American Diaspora. Through a Fulbright-Hayes Program a group of teachers from the New
York City Public School System and Long Island spent six weeks in Vietnam studying the
language and culture in order to develop lesson plans that would address the needs of
Vietnamese students in their classrooms. This study demonstrates the importance of teachers
connecting with their students through the incorporation of sociocultural elements that translate
to a culturally responsive curriculum, not just for students in the Vietnamese Diaspora but for all
students.
Real Time Impact Factor:
1.33333
Author Name: Cynthia M. Douglas
URL: View PDF
Keywords: Culturally Responsive Education, multiculturalism, diversity, language learners, identity
ISSN: 2166-3750
EISSN: 2162-3104
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