Preparing Teachers to Work with Culturally and Linguistically Diverse Children

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Beyond the Journal
•
Young Children
on the Web • November 2005
1
Embracing Diversity
arly childhood educators
across the United States must be
prepared to teach an increas-
ingly diverse population of
young children. More children
from immigrant households are
enrolled in early childhood
programs than ever before, and
the trend is expected to con-
tinue into the next decade. The
2000 census shows that in just
10 years the number of children
in immigrant families increased
by 63 percent—and not just in
large cities but in many areas of
the country (Beavers & D’Amico
2005). The Black population
(immigrant and nonimmigrant)
grew at a rate exceeding that of
the general population (McKinnon 2001) between 1990 and 2000; the Latino
population (both immigrant and nonimmigrant) grew by more than 50 percent
Preparing Teachers to Work with
Culturally and Linguistically Diverse Children
Jerlean Daniel and Susan Friedman
The Head Start Program operated by the Community Action Partnership of Ramsey
and Washington Counties in St. Paul, Minnesota, provides services for 1,400
children and their families. The families come from many cultural backgrounds
and countries including Laos, Somalia, Mexico, Sudan, Eritrea, and Vietnam. In
a typical classroom, children’s home languages include Hmong, Spanish,
Oromo, Somali, Amharic, Tigrigna, English, and Vietnamese. Teachers must know
how to support the learning of all of the children in their classes.
The Argonne Child Development Center in San Francisco serves 66 general education
and 18 special education children and their families representing countries and cultures
from around the world. In a typical classroom, teachers interact with children whose home
languages include Vietnamese, English, Spanish, and Chinese dialects such as Mandarin,
Cantonese, Chiu Chow, and Toi Shang. All teachers communicate with children mainly in English.
Jerlean Daniel, PhD, is a deputy
executive director of NAEYC.
Susan Friedman, MEd, is assistant
editor of Young Children and
coordinator of Beyond the Journal.
Illustration © Nicole Tadgell.
E
More children from
immigrant households
are enrolled in early
childhood programs
than ever before, and
the trend is expected
to continue into the
next decade.
William Geiger
Taking the Next Step

Beyond the Journal
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Young Children
on the Web • November 2005
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Embracing Diversity
during those same years and is now the single largest group contributing to the
nation’s diversity (Guzmán 2001).
In this article we consider how teacher-training programs are preparing
teachers to work with young children who are linguistically and culturally
diverse. Overall there has been much progress over the last quarter century in
preparing teachers to meet the education needs of linguistically and culturally
diverse children. Most early childhood teacher education programs now require
students to take some general course work related to the topic of diversity (Ray,
Bowman, & Robbins 2005). Of course, the adult students in these programs are
themselves from a variety of cultural and linguistic backgrounds; they present
teacher educators with challenges in meeting their diverse needs (NAEYC,
NAECTE, & ACCESS 2004) but also opportunities to learn.
Despite such progress, however, recent research indicates that teachers
believe they have not been adequately prepared to teach children from cultural
and linguistic backgrounds different from their own and that they need to learn
more specific skills to do so (Ray & Bowman 2003; Ryan, Ackerman, & Song
2005). As early childhood educators continue to look for ways to address the
needs of diverse children and families, it is important to pay attention to this
request from classroom teachers for specific information about good practice.
As early childhood educators continue to look for ways to address the needs of
diverse children and families, it is important to pay attention to this request
from classroom teachers for specific information about good practice. More
specific training in working with diverse children may be one way to help
teachers address the persistent academic achievement gaps between White and
Black and Latino children (CEP 2001). The question is, how can early childhood
education preparation programs provide their students with the specific
strategies and diverse student teaching opportunities that will allow them to
competently meet the needs of the diverse children in their classrooms?
Teachers feel unprepared
NAEYC’s position statement “Responding to Linguistic and Cultural Diver-
sity” (1995) indicates that it is important for teachers to have the skills and
understanding to recognize that all children are cognitively, linguistically, and
emotionally connected to the language and culture of their home; this under-
standing should be manifested in their training and practice. When program
settings and teachers acknowledge and support children’s home language and
culture, ties between the family and school are strengthened. In fact, this is the
essence of being culturally competent in an educational setting.
Although many institutions require education students to take some course
work related to diversity issues, there is evidence that many teachers do not
feel prepared to support the learning of the diverse children they find in their
classrooms. Clearly, cultural competence is one of the critical goals of teachers
striving to be effective, reflective practitioners serving all children. Some
headway has been made in the strength-based approaches of the family support
movement, and there is now greater awareness of the need for teachers to be
responsive to children’s and families’ diversity. But according to Aisha Ray of
the Erikson Institute, “The diversity training teachers are getting is not specific
enough” (pers. comm.). Examples of the specific strategies teachers could use
include appropriate practices for teaching children with a home language other
than English or approaches for providing meaningful curriculum for both native
English speakers and English-language learners who are in the same classroom.
These strategies could be learned through course work or internship place-
ments, among other possibilities.
Recent research
indicates that teach-
ers believe they have
not been adequately
prepared to teach
children from cultural
and linguistic back-
grounds different
from their own and
that they need to
learn more specific
skills to do so.
© NAEYC

Beyond the Journal
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on the Web • November 2005
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Embracing Diversity
In a study conducted in Chicago, in which teachers explored their own
competence in teaching culturally and linguistically diverse children, the
majority felt they had learned how to work with culturally different children
and families from other teachers and through their own hard-won knowledge—
not from their teacher training experience or professional development
workshops on diversity (Ray & Bowman 2003). And in a recent study of New
Jersey preschool teachers, nearly one-third of the teachers questioned indi-
cated they did not have adequate preparation to work with children whose first
language was not English. They described their course work in this area as
being less applicable to their current classroom context than their course work
on all other topics (Ryan, Ackerman, & Song 2005). Sharon Ryan of Rutgers
University, one of the study’s authors, states: “Teachers would get more from
learning about specific teaching strategies throughout their early childhood
classes rather than only in a general topic course on diversity” (pers. comm.).
In this way, teachers learn that differentiating instruction in response to the
cultural backgrounds of students is part of their everyday work.
Some innovative teacher training programs
The research by Ryan and her colleagues (2005) and Ray and her colleagues
(2003, 2005) indicates that although many teacher training and professional
development programs offer general course work on diversity, teacher educa-
tion programs should consider adding or requiring more specific course work
and internship programs to adequately prepare teachers to meet the needs of
today’s diverse early childhood classes (see also Lobman, Ryan, & McLaughlin
in press). In talking with educators from across the country, we learned of
several interesting and innovative teacher training programs that address some
of these specific issues. At the end of this article we solicit additional descrip-
tions of other teacher education and professional development programs that
are addressing teachers’ need for specificity regarding practice in culturally and
linguistically diverse classrooms.
Diverse internship sites
One important aspect of teacher education is the internship or student teach-
ing experience. Very few programs offer or require internships in diverse set-
tings. Wheelock College in Boston is an exception; it focuses on partnering with
urban schools to provide student teachers with many
opportunities to actively learn in diverse settings. As
Cheryl Render Brown, an associate professor of early
childhood education at Wheelock, describes, “We like
to see the marriage of theory and practice. Students
are really getting out there in our communities that
are different than the communities they come from.
We specifically place students in settings where they
will be faced with the issues that come up when a
class has children who do not speak English, where
the children are very diverse” (pers. comm.). These
student teachers participate simultaneously in Reflec-
tive Seminars during which they explore the issues
that arise at their internship sites through discussion
and further readings. For more information, visit
www.wheelock.edu/fld/fldhome.asp.
Although many
teacher training and
professional develop-
ment programs offer
general course work
on diversity, teacher
education programs
should consider adding
or requiring more
specific course work
and internship pro-
grams to adequately
prepare teachers to
meet the needs of
today’s diverse early
childhood classes.
William Geiger

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Embracing Diversity
Outreach to infuse diversity in preservice education
In North Carolina, the Crosswalks Project is developing and testing a frame-
work to support early childhood faculty in preparing students to work effec-
tively with culturally and linguistically diverse children and families. The
program is designed to integrate diversity-related strategies into course work,
field experiences, and program practices through collaboration between
faculty on the campuses of about 20 public and private colleges and universi-
ties across the state. Crosswalks is also building a database framed by various
national standards in early childhood education that will enable faculty to
search for high-quality, low-cost resources that address both required content
and diversity. Among the project’s goals: increase faculty knowledge related to
integrating diversity into course work, field experiences, and programs;
increase the capacity of graduates to work effectively with diverse children,
families, and colleagues; disseminate a model (measures, framework, toolbox)
that can be used by any faculty member or preservice program to prepare
students to be comfortable, confident, and capable resources for diverse
children and families. For further information, visit
www.fpg.unc.edu//projects/project_detail.cfm?projectID=371.
An integrated approach
In Virginia, the Unified Transformative Early Education Model (UTEEM) Early
Childhood Program at George Mason University takes an integrated approach
to preparing teachers to work with culturally, linguistically, and ability diverse
young children and their families. Faculty have blended three separate master’s-
level programs to create a comprehensive course of study with significant
emphasis on diversity and exceptionality—Early Childhood Education (pre-K to
grade 3), Early Childhood Special Education (birth to age five), and English as a
Second Language Education (pre-K to grade 12). Graduates receive Virginia
licensure in each of the three areas.
Diversification of the teacher/practitioner pipeline
Early childhood educators who speak a home language other than English
often face major hurdles when trying to obtain an associate or bachelor’s
degree. One of these hurdles is meeting an English-language requirement
before beginning early childhood course work. Typically, to pass English
language competency tests entails five to seven years of studying English
(Juanita Santana, pers. comm.).
The Oregon Child Development Coalition in Portland, in collaboration with
Pacific Oaks College Northwest, designed an innovative way to address this
challenge. Through a three-year Bilingual P–3 (preschool through third grade)
Teacher Education Program funded by the U.S. Department of Education’s
Office of English Language Acquisition, the coalition provided early childhood
courses in both English and Spanish, with translation provided during the first
year. Translation services were gradually decreased over time, and by the third
year, translation was not included. Half of the students enrolled in the program
were Spanish dominant and half were English dominant. The program required
that participants become fluent and literate in Spanish, Academic Spanish,
English, and Academic English.
By the end of the three-year period, the 40 graduates were bilingual early
childhood teachers. This model is currently being used at the Praxis Institute
for Early Childhood Education in Seattle, Washington (Praxis Institute–Early
Learning, 1133 34th Avenue, Seattle, WA 98122; 206-328-6436).
Early childhood
educators who speak
a home language
other than English
often face big hurdles
when trying to obtain
an associate or
bachelor’s degree.
© NAEYC

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Embracing Diversity
Getting from here to there
The programs described above can offer
lessons learned and serve as models for future
efforts. In general terms, all teacher educators—
including faculty from both two- and four-year
institutions—can serve as role models of lifelong
learning, teaching practice, and service in
relation to cultural and linguistic diversity. As
members of a broader community of learners,
teacher educators can gain knowledge and
insights from the diverse backgrounds of their
students as they provide a powerful and dynamic
image that inspires others to reflect on their
practice. Faculty can encourage all capable
students to pursue advanced study to reach their
full potential, thus enriching the academic
environment with diverse perspectives and
increasing the pool of diverse educators who can help future students to
achieve cultural competence.
In an effort to move the field toward greater teacher competency in address-
ing the needs of culturally and linguistically diverse children, it might be help-
ful to consider conditions that could position teacher preparation programs to
offer more specifics on effective practice in diverse classrooms. Aisha Ray of
the Erikson Institute proposes the following conditions, based on her current
research inquiries (pers. comm.).
Preparation of teachers: Working toward greater cultural
and linguistic competence
1. Increased faculty knowledge—To what extent do teacher education
faculty have significant depth and breadth of knowledge to support student
understanding of both theory and research-based strategies regarding culture,
language, race, social class, special needs, and other dimensions of diversity?
In the area of language, such specifics involve acquiring knowledge and learn-
ing appropriate practices related to language acquisition for these three
groups: monolinguals, bilinguals, and speakers of English dialects.
2. Enhanced faculty dispositions and willingness to adapt and change—
Education has come a long way in integrating special needs expertise among
faculty and into course offerings. How can faculty engage in collegial discus-
sions to develop and critique their own knowledge base regarding the complex
areas of child development and diversity? To what extent are faculty members
disposed to grapple with the real issues of diversity and racism?
3. Ongoing faculty practice—To what extent are faculty members working
effectively with diverse communities and sharing with students how they
themselves are challenged by such experiences ? How do faculty model for
students ways to deal with feelings of bias? Including students in the reciprocal
partnerships among faculty and diverse communities that are often created
through faculty research and/or service is one way to access this kind of
meaningful dialogue.
To what extent are
faculty members
working effectively
with diverse communi-
ties and sharing with
students how they
themselves are
challenged by such
experiences?
William Geiger

Beyond the Journal
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Embracing Diversity
4. Required student practicums and internships in diverse settings—In a
current study that looks at diversity requirements in 226 bachelor’s-level early
childhood teacher education programs across the country, only seven percent
of programs report that they require students to teach in a diverse setting
(Ray, Bowman, & Robbins 2005). When students placed in internships are
teaching children whose home language is a language other than English and
who come from many diverse cultures, faculty should provide support in the
form of discussion groups, reflective advising, and further reading.
5. Integration of significant diversity content in all course work—
Required course work for early childhood education students must sufficiently
address issues of diversity. This cannot be done with one or two classes
devoted to “urban,” “minority,” or “second-language learners.” Recently
analyzed data indicate that the majority of programs require, on average, only
eight semester hours (about two courses) on diversity issues. That represents
12 percent of the average 67 professional semester hours a student must
complete in his or her course of study (Ray, Bowman, & Robbins 2005).
6. Required ESL courses for teachers—Given the increasing number of
young children who are English-language learners, early childhood education
students must be required to take course work that will teach them about ESL
(English as a second language). This is not occurring in most programs, but is
absolutely essential given the number of children with home languages other
than English in early childhood classrooms.
We hope these conditions can be considered from several different
perspectives, including those of faculty and administrators, students,
current teachers seeking inservice professional development, and all
advocates with high expectations for more effective, inclusive responses to
the needs of diverse young children. Discussions among these stakeholders
can enrich the field’s progress toward meeting the needs of all young
children and families.
Discussions among
these many groups of
stakeholders can enrich
the field’s progress
toward meeting the
needs of all young
children and families.
Please e-mail
the authors at
editorial@naeyc.org
with information about
your programs.
NAEYC would like to gather additional profiles of innovative teacher
preparation programs and professional development systems that model
ways to prepare culturally and linguistically competent professionals.
Please e-mail the authors at editorial@naeyc.org with information about
such programs. Write Diversity and professional preparation in the
subject line of the e-mail. An update on this topic will be featured in a future
issue of Beyond the Journal (www.journal.naeyc.org/btj).
We also invite your feedback on the initial list of proposed conditions that
might advance the field’s work in preparing teachers to support the learning
of children from diverse cultures. The perspectives of faculty, administrators,
teachers, trainers, students, and others can enrich our intentionally reflec-
tive dialogue and advance our practice. Please send your comments to
editorial@naeyc.org.
Join the Discussion . . .

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Young Children
on the Web • November 2005
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Embracing Diversity
Copyright © 2005 by the National Association for
the Education of Young Children. See
Permissions and Reprints online at
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Conclusion
As the 2000 U.S. Census indicates, this country’s
population of young children will continue to
become more diverse. Teachers need to learn
specific strategies for working effectively with
linguistically and culturally diverse children and
families. Although a few innovative programs exist,
it is clear that much more needs to be done.
Teachers have said they need greater specificity
around issues of cultural and linguistic diversity.
Together we can learn and implement approaches
that work for children. In the process we will raise
new questions and suggest research queries, all in
an effort to demystify an important goal for all of
us, cultural competence.
References
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gap. Washington, DC: Author.
Guzmán, B. 2001. The Hispanic population, Census 2000 brief. Washington, DC: U.S. Depart-
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A first step . . .
Read Screening and Assessment of Young
English-Language Learners, a supplement to “Early
Childhood Curriculum, Assessment, and Program
Evaluation,” a joint position statement of NAEYC and the
National Association of Early Childhood Specialists in
State Departments of Education. Available online at
www.naeyc.org/about/positions/pdf/ELL_Supplement.pdf.