Culturally Relevant Pedagogy and Elementary Immigrant Students

Abstract

This research explores the research on culturally relevant pedagogy and its relationship with elementary aged immigrant students. Three major themes presented themselves: ambiguity within the terminology, two pillars of CRP implementation, and contextual cultural understanding. The paper goes on to examine the practices at a dual language elementary school close to Puget sound, and how those practices could be aligned to the research. The paper will then explore future implications for research, and practical implications for teachers, administrators and school districts.