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    Accommodating culturally diverse learners

    Appreciate and accommodate the similarities and differences among the students' cultures.

    Effective teachers of culturally diverse students acknowledge both individual and cultural differences enthusiastically and identify these differences in a positive manner.

    Additionally, all suggestions made for teachers and teacher educators, with some adapting, can work in nearly any classroom. We see all classrooms as multicultural, and we work towards respecting, valuing, and celebrating our own and students’ unique strengths in creating equitable classroom communities.

    Students do not enter school as empty vessels to be filled with knowledge.

    How much do you know about the cultural and linguistic backgrounds of your English learners?

    According to one researcher, this knowledge plays a key role in successfully teaching students for whom English is a second language.

    That minority and low-income children often perform poorly on tests is well known.

    If educators act on the knowledge research offers, we can realize the educational excellence we desire for all children. This positive identification creates a basis for the development of effective communication and instructional strategies.Social skills such as respect and cross-cultural understanding can be modeled, taught, prompted, and reinforced by the teacher. Interviews with African-American high school students who presented behavior challenges for staff revealed that they wanted their teachers to discover what their lives were like outside of school and that they wanted an opportunity to partake in the school's reward systems.We intend this document to provide teachers and teacher educators with a philosophical and practical base for developing literacy classrooms that meet the needs of linguistically and culturally diverse learners.Accordingly, we will first briefly enumerate our eight principles and then follow with a more detailed discussion about and expansion of each principle, particularly in terms of what each means for literacy and literacy education classrooms.

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