The Simple View Of Culturally Responsive Teaching And How It Can Be Applied In The Nigerian Classroom
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Abstract
Culturally Responsive Teaching (CRT) is an approach that uses the cultural knowledge, prior experiences, and frames of reference of ethnically diverse students as conduits for effective teaching and learning. This conceptual article presents a simple view of CRT, drawing on the foundational work of scholars such as Geneva Gay and Gloria Ladson-Billings, and examines how the approach can be meaningfully applied in Nigerian classrooms. Nigeria's extraordinary ethnic, linguistic, and religious diversity makes CRT particularly relevant. The article discusses the meaning and components of CRT, its documented benefits and challenges, and then focuses on practical strategies for Nigerian teachers working in multilingual and multicultural settings. Recommendations are offered for teachers, teacher educators, and policymakers. The central argument is that when teaching is deliberately connected to learners' cultural and linguistic backgrounds, engagement, comprehension, and academic achievement improve, while cultural identity is affirmed rather than eroded.
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