In this article, MarIa de la Luz Reyes identifies, discusses, and challenges widely accepted assumptions that undergird and guide literacy instruction for linguistically different students.’ Citing examples from current research, Reyes shows how the “one size fits all” belief, and its corollary assumptions about the practice ofprocess instruction with limited- and non-English-speaking students, mitigate against the success of these students. The author draws from thefindings of a case study that provides an example ofprocess instruction that proved to be successful not onlyfor mainstream students, bu~ctl~p~fQl/ri.ose who are linguistically different. In concluding, she makes a strong appeal for efforts to tailor literacy instruction to account for the cultural and linguistic diversity of all students, For the author, such adaptations cannot be an afterthought; rather, if teaching practices are to be inclusive of all learners, they must “begin with the explicit premise that each learner brings a valid language and culture to the instructional context.”
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