Beginning with Biography Cards: Unlocking Student Potential in Diverse Classrooms
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| Title: | Beginning with Biography Cards: Unlocking Student Potential in Diverse Classrooms |
|---|---|
| Language: | English |
| Authors: | Melissa A. Holmes, Paolo Fabre-Merchán, Socorro G. Herrera |
| Source: | Advocate. 2025 30(2). |
| Availability: | The Advocate. Available from: New Prairie Press, Center for the Advancement of Digital Scholarship, Kansas State University Libraries. 2123 College of Business Administration, Manhattan, KS 66506. Web site: https://atekan.weebly.com/journal.html; Web site: https://newprairiepress.org/advocate/ |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Student Diversity, Culturally Relevant Education, Self Disclosure (Individuals), Self Concept, Racial Identification, Biological Influences, Cultural Influences, Family Influence, Cultural Awareness, Cultural Relevance |
| ISSN: | 2637-4552 |
| Abstract: | Teachers serving racially, ethnically, and linguistically diverse communities of learners often struggle to enact instruction that is responsive to their unique backgrounds and lived experiences. This paper introduces Biography-Driven Instruction as an instructional framework for advancing enactment of culturally and linguistically responsive/sustaining teaching. It offers the biopsychosocial history of the learner as construct to support deeper understanding of factors that can influence classroom engagement and student wellbeing. It also explores the sociocultural, linguistic, cognitive, and academic dimensions of the culturally and linguistically diverse student biography, which supports teachers to identify assets and strengths that they can leverage to differentiate instruction and support language development and conceptual understanding. The authors provide an array of student biography cards used by teachers in ESL and EFL contexts to illustrate the flexible and adaptable nature of the tool for gathering insights into students' multifaceted identities to inform lesson planning and delivery. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1492939 |
| Database: | ERIC |
| Abstract: | Teachers serving racially, ethnically, and linguistically diverse communities of learners often struggle to enact instruction that is responsive to their unique backgrounds and lived experiences. This paper introduces Biography-Driven Instruction as an instructional framework for advancing enactment of culturally and linguistically responsive/sustaining teaching. It offers the biopsychosocial history of the learner as construct to support deeper understanding of factors that can influence classroom engagement and student wellbeing. It also explores the sociocultural, linguistic, cognitive, and academic dimensions of the culturally and linguistically diverse student biography, which supports teachers to identify assets and strengths that they can leverage to differentiate instruction and support language development and conceptual understanding. The authors provide an array of student biography cards used by teachers in ESL and EFL contexts to illustrate the flexible and adaptable nature of the tool for gathering insights into students' multifaceted identities to inform lesson planning and delivery. |
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| ISSN: | 2637-4552 |
