TEACHER PREPAREDNESS IN DIVERSE CLASSROOMS: LAYING THE FOUNDATIONS FOR LINGUISTICALLY RESPONSIVE PEDAGOGY
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This study explores teacher preparedness in managing diverse classrooms, with a focus on establishing linguistically responsive pedagogy. It examines the strategies educators employ to address the needs of students from various linguistic and cultural backgrounds, emphasizing the importance of professional development and inclusive teaching practices. Through surveys and interviews with teachers in multicultural settings, the research identifies key competencies, such as cultural awareness, adaptive communication strategies, and differentiated instruction. The findings highlight that fostering linguistic responsiveness not only improves student engagement and academic performance but also creates an inclusive learning environment. The study provides actionable recommendations for training programs to better equip teachers for diverse classrooms.
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