Culturally responsive literacy instruction: a case study of a Fe y Alegria school in Bolivia
This study addresses the problem of a lack of culturally responsive literacy instruction in poorand marginalized communities, in developing countries. Relatedly, the study addresses factors that affect the implementation of this instruction, specifically the training of teachers to provide culturall...
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| Language: | en |
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University of British Columbia
2008
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| Online Access: | http://hdl.handle.net/2429/405 |