ERIC Number: ED338099
Record Type: RIE
Publication Date: 1991
Education of Linguistically and Culturally Diverse Students: Effective Instructional Practices. Educational Practice Report: 1.
This report focuses on linguistically and culturally diverse students who enter the formal education process from homes and communities in which English is not the primary language. These students experience unrealized academic success. Data are presented on Hispanic students as an example, showing a 40% non-graduation rate, a 35% grade retention rate, a two to four grade level achievement gap, and a school segregation occurrence of 70%. California data are used to illustrate the anticipated rise in culturally-diverse school-age students over the next four decades; by 2030, 70% are expected to be non-Anglo. Recent research is reviewed on effective instructional practices, including high levels of communication, integrated and thematic curriculum, collaborative learning, language and literacy, and perceptions. It is concluded that linguistically and culturally diverse students can be served effectively, that they can achieve academically at levels at or above national norms, and that instructional strategies that work best acknowledge, respect, and build upon the language and culture of the home. Teachers are the key players and native language instruction is key in the early grades. Brief suggestions are offered. Contains 10 references. (LB)
Descriptors: Academic Achievement, Change Strategies, Communication Skills, Cultural Pluralism, Curriculum, Diversity (Student), Elementary Secondary Education, English (Second Language), High Risk Students, Hispanic Americans, Limited English Speaking, Minority Group Children, Native Language Instruction, Spanish, Teacher Role, Teaching Methods, Trend Analysis
Dissemination Coordinator, National Center for Research on Cultural Diversity and Second Language Learning, Center for Applied Linguistics, 1118 22nd Street, NW, Washington, DC 20036.
Publication Type: Information Analyses
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Research on Cultural Diversity and Second Language Learning, Santa Cruz, CA.