Perceptions of linguistically responsive teaching in language specialist teachers and mainstream teachers

Linguistically responsive teaching (LRT) means understanding the role that language has in building meaningful learning environments. In this paper linguistically is viewed as one way of implementing notion intercultural education. This qualitative study analysed data from 10 specialist teachers and mainstream to examine their perceptions linguistic responsiveness Spanish a second immigrant students. The findings revealed there are differences on teaching. Overall, teachers, compared showed more extensive related LRT framework. Qualitative suggested training relation L2 previous experiences students had an influence participants’ perceptions. Finally, indicates while did consider several elements framework discussions practices, much work regarding skills knowledge aspects acquisition necessary prepare teachers.