Challenging Venerable Assumptions: Literacy Instruction for Linguistically Different Students

摘要: In this article, Maria de la Luz Reyes identifies, discusses, and challenges widely accepted assumptions that undergird guide literacy instruction for linguistically different students.1 Citing examples from current research, shows how the "one size fits all" belief, its corollary about practice of process with limited- non-English-speaking students, mitigate against success these students. The author draws findings a case study provides an example proved to be successful not only mainstream but also those who are different. concluding, she makes strong appeal efforts tailor account cultural linguistic diversity all For author, such adaptations cannot afterthought; rather, if teaching practices inclusive learners, they must "begin explicit premise each learner brings valid l...