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Implementation of CORE Traits to Become an Interculturally Responsive Leader in a Second Language Classroom: A Narrative Inquiry
Abstract
The objective of this chapter was to describe CORE leadership traits for teachers and leaders that will assist them in being interculturally responsive educators and improve learning in the second language classroom. Communication, organization, relationships, and enthusiasm (CORE) are traits that consistently improve teacher/leader social interactions with students and thus improve the educators' ability to enhance the learning experience (Mixon, 2010). What's in your CORE? Being predisposed to cultural issues is imperative for pre-service teachers to prepare appropriately to teach students of other cultures (Barnes, 2006; Cooper, 2007; Walker-Dalhouse & Dalhouse, 2006). Henkin and Steinmetz's (2008) goal was to produce teachers who are prepared to provide an academically sound education in a culturally responsive classroom. The culturally responsive classroom is pivotal to align with the globalization of students that has dramatically changed the demographics in our educational institutions today.
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