Cultural responsiveness: Developing a classroom relevant to LEP and FES students (original) (raw)

Abstract

AI

This paper explores the importance of cultural responsiveness in classrooms that include Limited English Proficient (LEP) and First-Generation English Speakers (FES). It emphasizes the need for teachers to understand the diverse cultural backgrounds of their students to create a safe and inclusive learning environment. The paper advocates for culturally relevant pedagogy and outlines strategies for teachers to bridge cultural gaps, foster meaningful contributions from all students, and avoid stereotyping in their approaches to teaching.

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