System approach to pedagogical discourse: CLD learners.

This paper examines the achievement gap for culturally and linguistically diverse (CLD) learners through the lens of Bronfenbrenner's bioecological theory of human development. The population of CLD students in the United States continues to grow. Across the nation, CLD students continue to struggle in an increasingly accountability-based education system. In this paper, we will situate the variables known to contribute to CLD students' achievement at the national, local, and individual levels within Bronfenbrenner's model. We will also provide some pedagogical recommendations that everyone working with CLD students should know and do. [ABSTRACT FROM AUTHOR]