Narrowing the Opportunity Gap: Developing Culturally Sustaining Pedagogy for Culturally and Linguistically Diverse Students
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.
culturally and linguistically diverse, culturally sustaining pedagogy, complex systems theory, Martin Heidegger, Jayne Fleener, bilingual education, linguistic ecology, Bilingual, Multilingual, and Multicultural Education
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