Affiliation:
1. Central Connecticut State University, USA
Abstract
The opportunity to participate in classroom discourse can be an essential component of young children's development. However, there are phrases, terms and instructions from adults that can serve as barriers and can limit children's ability or desire to participate consistently in dialogue with peers and adults in the classroom. This chapter shares the experiences of three early childhood educators as they navigate classroom discourse with young children and learn how applying culturally responsive teaching practices can enhance the discourse experiences for the children in their classes.
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