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What is Linguistically Responsive

Chapter 2
Bilingual Special Education for the 21st Century: A New Interface
Instruction for Emergent Bilingual students (EBs) that fosters sociolinguistic consciousness, values linguistic diversity, and advocates for EBs. This pedagogical approach acknowledges the intersectional nature of language and culture and the importance of valuing, honoring, and sustaining the development of students' home language practices (Lucas & Villegas, 2011; 2013).
Published in Chapter:
Implementing Culturally and Linguistically Responsive Teaching in Dual Language Bilingual Inclusive Classrooms
Elizabeth Silva Diaz (The University of Colorado, Boulder, USA) and Vanessa Santiago Schwarz (The University of Colorado, Boulder, USA)
Copyright: © 2022 |Pages: 25
DOI: 10.4018/978-1-7998-9043-0.ch002
Abstract
In this chapter, the authors aim to offer practical guidelines for implementing culturally and linguistically responsive teaching (CLRT) practices for educators working with emergent bilinguals (EBs) with and without disabilities. This chapter begins by defining CLRT and contextualizing the need for CLRT practices through a review of current research at the interface of bilingual and special education. Then, the authors offer practical examples of how teachers can use CLRT to support EBs with or without disabilities. The chapter concludes with an articulation of the authors' vision for the potential of CLRT to support this population of students in dual language bilingual (DLB) classrooms.
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