As per Breeze and Laborda (2016), a culturally responsive curriculum addresses the integration of students into a new culture, as bilingual education traditionally receives minimal interest from the authorities. Akkari and Loomis (1998) explain that bilingual education is socially and historically situated, while van Lier (2004) posits that diverse linguistic groups will have an ominous future if the educational system ignores their linguistic needs. This demands a paradigmatic shift to meet the needs of culturally and linguistically diverse students (CLDs). Advocating for culturally responsive curriculum, this defense will examine the history of bilingual education in the United States, linguistic ecology, and finally the salient components of complex systems as seen through connections through Martin Heidegger’s notions of being and time.
","abstract_html":"<p>As per Breeze and Laborda (2016), a culturally responsive curriculum addresses the integration of students into a new culture, as bilingual education traditionally receives minimal interest from the authorities. Akkari and Loomis (1998) explain that bilingual education is socially and historically situated, while van Lier (2004) posits that diverse linguistic groups will have an ominous future if the educational system ignores their linguistic needs. This demands a paradigmatic shift to meet the needs of culturally and linguistically diverse students (CLDs). Advocating for culturally responsive curriculum, this defense will examine the history of bilingual education in the United States, linguistic ecology, and finally the salient components of complex systems as seen through connections through Martin Heidegger’s notions of being and time.</p>","abstract_has_math":false,"creators":["Engerman, Niles"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Curriculum, Advocacy, and Policy","degree_department":null,"school":null,"contributors":["Todd Price","Sara Efrat Efron","Jason Stegemoller"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-09-01T07:00:00Z","date_published":"2018-09-01T07:00:00Z","updated_at":"2026-07-24T03:20:44Z","subjects":["culturally and linguistically diverse","culturally sustaining pedagogy","complex systems theory","Martin Heidegger","Jayne Fleener","bilingual education","linguistic ecology","Bilingual, Multilingual, and Multicultural Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/335","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Todd Price","Sara Efrat Efron","Jason Stegemoller"]},{"key":"dc:creator","label":"Author","values":["Engerman, Niles"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-11-30T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum, Advocacy, and Policy"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["culturally and linguistically diverse","culturally sustaining pedagogy","complex systems theory","Martin Heidegger","Jayne Fleener","bilingual education","linguistic ecology","Bilingual, Multilingual, and Multicultural Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/335"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["As per Breeze and Laborda (2016), a culturally responsive curriculum addresses the integration of students into a new culture, as bilingual education traditionally receives minimal interest from the authorities. Akkari and Loomis (1998) explain that bilingual education is socially and historically situated, while van Lier (2004) posits that diverse linguistic groups will have an ominous future if the educational system ignores their linguistic needs. This demands a paradigmatic shift to meet the needs of culturally and linguistically diverse students (CLDs). Advocating for culturally responsive curriculum, this defense will examine the history of bilingual education in the United States, linguistic ecology, and finally the salient components of complex systems as seen through connections through Martin Heidegger’s notions of being and time.
"]},{"key":"dc:title","label":"Title","values":["Narrowing the Opportunity Gap: Developing Culturally Sustaining Pedagogy for Culturally and Linguistically Diverse Students"]}]}],"canonical_facts":{"dc:contributor":["Todd Price","Sara Efrat Efron","Jason Stegemoller"],"dc:creator":["Engerman, Niles"],"dc:date.available":["2018-11-30T08:00:00Z"],"dc:description.abstract":["As per Breeze and Laborda (2016), a culturally responsive curriculum addresses the integration of students into a new culture, as bilingual education traditionally receives minimal interest from the authorities. Akkari and Loomis (1998) explain that bilingual education is socially and historically situated, while van Lier (2004) posits that diverse linguistic groups will have an ominous future if the educational system ignores their linguistic needs. This demands a paradigmatic shift to meet the needs of culturally and linguistically diverse students (CLDs). Advocating for culturally responsive curriculum, this defense will examine the history of bilingual education in the United States, linguistic ecology, and finally the salient components of complex systems as seen through connections through Martin Heidegger’s notions of being and time.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/335"],"dc:subject":["culturally and linguistically diverse","culturally sustaining pedagogy","complex systems theory","Martin Heidegger","Jayne Fleener","bilingual education","linguistic ecology","Bilingual, Multilingual, and Multicultural Education"],"dc:title":["Narrowing the Opportunity Gap: Developing Culturally Sustaining Pedagogy for Culturally and Linguistically Diverse Students"],"thesis:degree_discipline":["Curriculum, Advocacy, and Policy"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:44Z"}