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- W2045363451 abstract "In the field of second language teaching, extreme ways of conceptualizing and implementing communicative approaches have been criticized. This article takes a further step, synthesizing some of the arguments on pedagogical approaches made by educators with minority perspectives. These educators teach English to minority students in mainstream classes; English or foreign languages to learning disabled or at-risk native speakers of English; and foreign languages less commonly taught in the United States. These 'voices from the margin' criticize 'one-size-fits-all' approaches and propose ethnically, culturally, linguistically, and cognitively responsive approaches. They particularly stress the importance of teaching language structures directly along with meaningful communication. As the field of second language teaching expands, these perspectives will offer valuable insights into current popularized pedagogical assumptions. This article suggests that second language educators broaden their views for responsive teaching by listening to divergent voices." @default.
- W2045363451 created "2016-06-24" @default.
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- W2045363451 date "1998-04-01" @default.
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- W2045363451 title "Voices from the Margin: Second and Foreign Language Teaching Approaches from Minority Perspectives" @default.
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- W2045363451 doi "https://doi.org/10.3138/cmlr.54.3.394" @default.
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