Challenging Venerable Assumptions: Literacy Instruction for Linguistically Different Students.

Reyes, Maria de la Luz

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Peer reviewed

ERIC Number: EJ453975

Record Type: Journal

Publication Date: 1992

Pages: N/A

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ISSN: ISSN-0017-8055

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Challenging Venerable Assumptions: Literacy Instruction for Linguistically Different Students.

Reyes, Maria de la Luz

Harvard Educational Review, v62 n4 p427-46 Win 1992

"One size fits all" literacy instruction works against the success of limited and non-English speaking students. Process instruction, tailoring literacy education to account for students' linguistic and cultural diversity, must begin with the premise that each learner brings a valid language and culture to the instructional context. (Author/SK)

Descriptors: Bilingual Education, Cultural Pluralism, Error Correction, Immersion Programs, Limited English Speaking, Literacy Education, Non English Speaking, Process Education, Second Language Learning

Publication Type: Journal Articles; Information Analyses

Education Level: N/A

Audience: N/A

Language: English

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