Critical pedagogy in a bilingual special education classroom

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B S Goldstein¹

¹Claremont Graduate School, CA 91711, USA.

Journal of Learning Disabilities

|October 1, 1995

Abstract:

This article describes the application of critical pedagogical principles in a first- and second-grade bilingual special day class for Latino children with limited English proficiency. Recommendations for translating critical pedagogy to classroom practice are given.

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