Abstract
Shortly after I started teaching, I realized there were plenty of parents, like me, crying for their children's cultures, languages, discourses, and literacies to be valued in the classroom. Teaching elementary school students, learning from and with them, I saw that children from culturally and linguistically diverse groups had difficulty achieving school success because the dominant pedagogical approaches were based on the dominant discourse (Gee, 1996). In this article, I reflect on my perceptions of the impact of dominant discourses on teaching in American schools and on culturally and linguistically diverse children's lives.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
