Year: 2013
Type: article
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.
Authors: Tynisha Meidl, Christopher Meidl
Institution: St. Norbert College
Language: English
Subfield: Linguistics and Language
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W2016512257