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Implementing Culturally and Linguistically Responsive Teaching in Dual Language Bilingual Inclusive Classrooms

Implementing Culturally and Linguistically Responsive Teaching in Dual Language Bilingual Inclusive Classrooms

Elizabeth Silva Diaz, Vanessa Santiago Schwarz
Copyright: © 2022 |Pages: 25
ISBN13: 9781799890430|ISBN10: 1799890430|ISBN13 Softcover: 9781799890447|EISBN13: 9781799890454
DOI: 10.4018/978-1-7998-9043-0.ch002
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MLA

Silva Diaz, Elizabeth, and Vanessa Santiago Schwarz. "Implementing Culturally and Linguistically Responsive Teaching in Dual Language Bilingual Inclusive Classrooms." Bilingual Special Education for the 21st Century: A New Interface, edited by Gliset Colόn and Tamara O. Alsace, IGI Global, 2022, pp. 25-49. https://doi.org/10.4018/978-1-7998-9043-0.ch002

APA

Silva Diaz, E. & Santiago Schwarz, V. (2022). Implementing Culturally and Linguistically Responsive Teaching in Dual Language Bilingual Inclusive Classrooms. In G. Colόn & T. Alsace (Eds.), Bilingual Special Education for the 21st Century: A New Interface (pp. 25-49). IGI Global. https://doi.org/10.4018/978-1-7998-9043-0.ch002

Chicago

Silva Diaz, Elizabeth, and Vanessa Santiago Schwarz. "Implementing Culturally and Linguistically Responsive Teaching in Dual Language Bilingual Inclusive Classrooms." In Bilingual Special Education for the 21st Century: A New Interface, edited by Gliset Colόn and Tamara O. Alsace, 25-49. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-9043-0.ch002

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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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