Valuing Students’ Cultural Experiences and Linguistic Abilities In the Classroom

Abstract

English Language Learners (ELL) and students represented in culturally diverse communities are the fastest growing groups in US public schools (Samway & McKeon, 2007). Mainstream classrooms often struggle to meet the needs of Linguistically and Culturally Diverse (LCD) students, trying to connect instruction to students’ linguistic backgrounds or cultural experiences (Darder, 1991). Unfortunately, the education of LCD students has become exercises of “drill and kill” and highly scripted instruction (Darder & Torres, 2004). This article explores reasons why students’ cultural experiences and linguistic abilities are not recognized in mainstream classrooms in an era of high-stakes testing. Additionally, the article will peer into the role of teachers in meeting the needs of LCD student populations when they are often times presented with scripted or scripted curricula.

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