Cultural and Linguistic Diversity

Students who come from backgrounds different from American mainstream society are thought of as, culturally diverse. Individuals whose home language or native language is other than English are referred to as linguistically diverse.

General Characteristics:

• "CLD students are distinctive in many ways. Many of their unique qualities are not the result of personality or behavioral traits but rather are attributes that are reflective of a language or culture that is different from that of America's mainstream. These students are often confusing to educators, who sometimes mistakenly misinterpret a difference as a disability or a problem. Instead, teachers should understand that a difference can be considered a strength and might best be addressed through a chance in teaching approach or an accommodation." (page 78)

Strengths & Abilities:

• Can speak multiple languages
• Can bring new ideas and perspectives due to their diverse background

Needs:

• Recognize their own cultural beliefs and assumptions
• Genuinely respectful and caring relationships 
• The teacher to actively learn about the student's cultural backgrounds and use that knowledge in the classroom
• Culturally appropriate classroom management strategies (Clearly define expectations, focus on positive behavior, deal with inappropriate behavior immediately)
• Caring classroom community 
• Provide text and questions in both English and native language
• Acceptance of answers in either language
• Translate directions
• Extra time to take tests
• Short breaks

Examples of Assistive Technology:

1. YakiToMe: this website has a free text-to-speech delivery. Students simply type or copy a passage of a text and it converts it to audio.

 2. Let's Go: This software was created for children beginning their English study. It "combines a carefully controlled grammatical syllabus with functional dialogues, alphabet and phonics work, reading skills development, listening tests, question and answer forms, pairwork exercises, and communicative games." 

Resources:

• http://www.unco.edu/cetl/TracyMueller/Cultural/language.html
• http://www.pbs.org/kcts/preciouschildren/diversity/read_linguistic.html 
• http://mason.gmu.edu/~aevmenov/Portfolio/Growth/culturalbarriers.htm 
• https://www.naeyc.org/files/yc/file/200511/DanielFriedmanBTJ1105.pdf