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2018
Volume 94, Issue 4
  • ISSN: 0360-9170
  • E-ISSN: 1943-2402

Abstract

This article invites readers to enter a New York City dual-language, second-grade classroom and see the power and possibilities of engaging in culturally relevant literacy teaching as an everyday practice.

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/content/journals/10.58680/la201728952
2017-03-01
2025-02-12
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http://instance.metastore.ingenta.com/content/journals/10.58680/la201728952
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  • Article Type: Research Article
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