In response to Poplin (EC 210 561) and Heshusius (EC 220 916), the paper stresses that holism and empiricism are not dichotomous paradigms and that learning-disabled students require instruction which recognizes individual differences, the meaning inherent in structure and pattern, and accountability consistent with the paradigm being applied. (DB)

This article describes the application of critical pedagogical principles in a primary-level bilingual special day class for Latino children with limited English proficiency. Examples from a Spanish literature-based program illustrate principles. Recommendations for translating critical pedagogy to classroom practice are given. (Author/DB)