As a result of increases in immigration, more students from culturally and linguistically diverse backgrounds are entering K–12 classrooms in the United States. Thus, the need to study the education of diverse learners is intensified. Drawing upon semi-structured interviews, observations, and informal conversations, this case study examined how a fourth-grade mainstream teacher at an urban public school put culturally and linguistically responsive instruction into practice. The data analysis was informed by a framework that focused on three levels: instructional, institutional, and societal. Directions for future research are discussed.
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