This research investigates the perspectives of practitioner and client in language interpretation between home and school. Key concepts of this study include Kraschen's caretaker speech and affective filter hypotheses, as well as Bennett's strategies for addressing issues of cultural marginality. Methods for data collection are both quantitative and qualitative, employing surveys, participant observation, and semi-structured interviews of client and practitioner groups to identify variable perceptions of the process. It is hoped that the research will contribute to a framework for educational in-servicing and shaping of approved teacher training programs for teachers of English as a Second Language and bilingual, multilingual teachers.
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