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Culturally Relevant Pedagogy for Immigrant Children and English Language Learners


by Jin Sook Lee — 2010

This chapter offers a conceptual review of culturally relevant pedagogy and a synthesis of research that documents its application to immigrant children and English language learners. The examination of culturally relevant pedagogy across various subject matters and student populations shows how this critical approach can make a difference in the learning experiences for linguistic and culturally diverse students.


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This article originally appeared as NSSE Yearbook Vol 109. No. 2.


Cite This Article as: Teachers College Record Volume 112 Number 14, 2010, p. 453-473
http://www.tcrecord.org ID Number: 18490, Date Accessed: 12/17/2017 10:26:01 PM

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About the Author
  • Jin Sook Lee
    University of California, Santa Barbara
    E-mail Author
    JIN SOOK LEE is an Associate Professor in the Gevirtz Graduate School of Education at the University of California, Santa Barbara. Her research focuses on the cultural, sociopolitical, and sociopsychological factors that shape the processes of language learning in children from immigrant families. She recently co-edited “The Education of Linguistic Minority Students in the US” with Terrence Wiley (ASU) and Russ Rumberger (UCSB) and serves on the editorial board of the International Multilingual Research Journal and Language Arts. She is the 2008 recipient of the Foundation for Child Development Scholars Award.
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