Support for Linguistically and
Culturally Diverse Students

A publication from the National Center for Research on Cultural Diversity and Second Language Learning highlights successful strategies for working with second language learners. . In "Education of Linguistically and Culturally Diverse Students: Effective Instructional Practices," Eugene Garcia (1992) observes that linguistically and culturally diverse students find themselves in a vulnerable situation on entering U.S. schools. They can achieve academic success, however, when provided with appropriate instruction tailored to meet their specific needs. Recent research has documented effective instructional practices used with students from homes and communities where English is not the primary language of communication.

Garcia summarizes a number of common attributes that were identified in the instructional organization of the classrooms in which language minority children were particularly successful academically:

• functional communication between teacher and students and among peers was emphasized;

• the instruction of basic skills and academic content was consistently organized around thematic units;
• instruction was organized in such a way that students were required to interact with others utilizing collaborative learning techniques;
• students progressed systematically from writing in their native language to writing in English, making the transition without any pressure from the teacher to do so;
• teachers were highly committed to the educational successes of their students and served as student advocates;
• principals were highly supportive of their instructional staff and supported teacher autonomy while maintaining an awareness of the need to conform to district policies on curriculum and academic accountability; and
• both Anglo and non-Anglo parents were involved in the formal parent support activities of the schools and expressed a high level of satisfaction with and appreciation for their children's educational experience in these schools.