Michigan State University Extension
Diversity and Pluralism - 11180083
12/95/
ERIC TITLE NUMBER: ED338099 AUTHOR: Garcia, Eugene
TITLE: Education of Linguistically and Culturally Diverse
Students: Effective Instructional Practices. Educational
Practice Report: 1.
YEAR PUBLISHED: (1991)
NOTE: 18 p.
AVAILABILITY: 22nd Street, NW, Washington, DC 20036.
ABSTRACT: 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)
KEY DESCRIPTORS: Change-Strategies; Communication-Skills;
Curriculum-; Elementary-Secondary-Education; English-Second
Language; Hispanic-Americans; Native-Language-Instruction;
Spanish-; Teacher-Role; Trend-Analysis
KEY DESCRIPTORS: *Academic-Achievement;
*Cultural-Pluralism;
*High-Risk-Students; *Limited-English-Speaking; *Minority
Group-Children; *Teaching-Methods
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