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English Language Learners With Disabilities: The Importance of Culturally Responsive Teaching

English Language Learners With Disabilities: The Importance of Culturally Responsive Teaching

Karina Becerra-Murillo, Josefina Flores Gámez
Copyright: © 2023 |Pages: 17
ISBN13: 9781668436325|ISBN10: 1668436329|ISBN13 Softcover: 9781668436332|EISBN13: 9781668436349
DOI: 10.4018/978-1-6684-3632-5.ch002
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MLA

Becerra-Murillo, Karina, and Josefina Flores Gámez. "English Language Learners With Disabilities: The Importance of Culturally Responsive Teaching." Promoting Diversity, Equity, and Inclusion in Language Learning Environments, edited by Karina Becerra-Murillo and Josefina F. Gámez, IGI Global, 2023, pp. 21-37. https://doi.org/10.4018/978-1-6684-3632-5.ch002

APA

Becerra-Murillo, K. & Gámez, J. F. (2023). English Language Learners With Disabilities: The Importance of Culturally Responsive Teaching. In K. Becerra-Murillo & J. Gámez (Eds.), Promoting Diversity, Equity, and Inclusion in Language Learning Environments (pp. 21-37). IGI Global. https://doi.org/10.4018/978-1-6684-3632-5.ch002

Chicago

Becerra-Murillo, Karina, and Josefina Flores Gámez. "English Language Learners With Disabilities: The Importance of Culturally Responsive Teaching." In Promoting Diversity, Equity, and Inclusion in Language Learning Environments, edited by Karina Becerra-Murillo and Josefina F. Gámez, 21-37. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-3632-5.ch002

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Abstract

English language learners (ELLs) are a fast-growing and diverse student population in the United States. Students with disabilities and English language learners are significant subgroups in public schools across the United States, with growing numbers on an annual basis. Educating students with disabilities and ELLs requires an advanced level of instruction to meet their unique educational needs. This chapter will identify instructional strategies to support both subgroups while keeping their educational and cultural needs at the forefront. Culturally Responsive Teaching can provide guidance for teachers to specifically meet the needs of dually identified students. Targeted suggestions for professional development were identified for novice teachers and suggestions for future research on dually identified students were provided.

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