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ERIC Number: ED409550
Record Type: Non-Journal
Publication Date: 1996-Apr
Pages: 19
Abstractor: N/A
Reference Count: N/A
Embracing Cultural and Linguistic Diversity: Culturally Responsive Reading Instruction.
Nichols, William Dee; And Others
The ability to deal effectively with student differences is crucial to teaching reading. Teachers must address the needs of culturally and linguistically diverse students in the regular classroom. The ability of teachers to handle differences effectively translates into instructional practices that provide for each student's self-respect and that lead all students to feel secure in the classroom. Creating successful opportunities for students with limited proficiency in English requires an understanding of nonstandard dialects, characteristics of foreign languages spoken by the students in the classroom, and students' cultural values. Although speaking with a dialect or a primary language other than English may present problems in learning to read, in a traditional general education classroom a sensitive and knowledgeable teacher minimizes this problem. Teachers who tailor reading instruction that enhances the needs of all students truly transform the literacy paradigm for students who have historically belonged to marginalized groups. Thus, by making use of effective reading strategies such as direct instruction combined with basal reading materials and literature-based reading instruction, teachers can successfully speak to the needs of culturally and linguistically diverse students. (Contains 38 references.) (RS)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A