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The use of native cultures and
languages help the CLD learners with social development and academic
achievement according to category of Cultural/linguistic incorporation. Role 10
of Educators can be specified along a subtractive-additive dimension as
educators who observe cultural affiliation and second language as their role to
their repertoire of students, they are likely to power up the students. Those
are empowered more who observe their role as subtracting or replacing primary
culture of language of students. CLD learners’ cultures and native language and
its degree which is added in schools is referred to as Cultural/linguistic
incorporation. It also refers to a notion which is similar to the integration
of content which deals with the usage of data, information, and examples from
different examples. It is used for the illustration of generalizations,
principles, theories, and key concepts in the preferred discipline.
Rather than Lithuanian, a minority
language will be used as the first language of a child interchangeably. With
the use of conceptual repertoire and entire linguistic with the knowledge of
first language, the cognitive and social development of children is promoted.
It is argued that through teaching more languages and cultures help in
enhancing communicative sensitivity, divergent thinking, multilinguistic aware
along with local and social interactions, cultural identity and awareness, and
socioeconomic benefits. Other than the language, schools which integrate
minority cultures of CLD learners, it affects their education positively as
well. The cultures’ sharing and communal activity both are described along with
the motivation of learners
References of Cultural linguistic incorporations within school
Cummins, Jim. 2000. Language, Power, and
Pedagogy: Bilingual Children in the Crossfire. Multilingual Matters,.
Hornberger, Nancy H. 2000. "Bilingual Education
Policy and Practice in the Andes:Ideological Paradox and Intercultural
Possibility." 31 (2): 173-201.
JOHNSON, NANCY H. HORNBERGER DAVID CASSELS. 509-532.
"Slicing the Onion Ethnographically: Layers and Spaces in Multilingual
Language Education Policy and Practice." 41 (3): 2007.
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