Teachers who identify with pupils ...

Teachers who identify with pupils from low-SES backgrounds are oftentimes aware of the injustices within the institute system as it relates to poor children (Anyon, 2000) They understand the "subtle and hidden ways in which class bias filters into schooling and the cultural curriculum" (Anyon, p 270)

Language can play a significant part in school practices. Bilingual and dual-language educators advocate the use of the students' native language during instruction and the promotion of flushs of biliteracy and bilingualism (Greene 1998; Ramirez, 1992) forward the other hand, English-only advocates believe that assimilation can best be achieved by the agency of English immersion in which a student's hearthstone language and culture have a limited part in instruction (Rossell & Baker, 1996) Researchers recognize that English language learners (ELLs) face special challenges in our gymnasiums

In addition to transitioning to a novel language, English learners must navigate across agricultures Moreover, the language English learners use at domestic circle and on the playground exhibits differently from classroom language (August & Hakuta, 1998) These difficult transitions are exacerbated when English learners attend indoctrinates having a shortage of personnel with knowledge of language acquisition and cultural influences forward learning. (Cook-Morales, O'Shaughnessy, & flourishing 2002, p. 1)