Introduction

Diverse students are unique learners enrolled in U.S. public schools that represent different races, cultures, genders, economic, and ethnic groups, and speak a variety of languages besides English. For this chapter, the term diverse students will refer to Hispanic/Latino, Black or African American, Asian, Native American/ American Indian students and students from countries and nations outside of the United States. This term will also include linguistically diverse students who are in the process of learning the English language.

Key Terms

Culture

Cultural Diversity

Culturally Responsive Pedagogy

Diversity

Ethnic Group

Heterogeneous Groups

Learning Style

Linguistic Diversity

Multicultural Students

Multilingual Students

Native Language

Racial Group

Universal Design

Overview and Rationale

The U.S. school population is more diverse than ever before because of demographic changes occurring in our country. Teachers throughout the nation are encountering classrooms comprised of students who speak a variety of languages and represent many different races, cultures, and ethnic groups (Center for Public Education, 2012). Due mainly to the large number of immigrants entering the U.S. and trends in birth rates, projections for the future indicate that the number of multicultural and multilingual students will continue to increase, creating both challenges and opportunities for all classroom teachers (Banks, 2014; National Journal, 2014; Pew Hispanic Center, 2014).

During the fall of 2014, Hispanic/Latino students comprised 25% of the total U.S. school population, followed by Black students at 16%, Asian students at 5%, and 1% for Native American students (National Center for Education Statistics, 2017). In 2014, the overall number of Hispanic, African-American, and Asian students in K-12 public schools surpassed the number of non-Hispanic white students. Future projections indicate that by the year 2026, the number of White students is expected to decline to 45% while the Hispanic student enrollment will increase to 29% of the total public school enrollment, making this group the largest minority majority (National Center for Education Statistics, 2017).  This demographic shift has created a new and diverse majority in U.S. public schools.

Linguistic diversity within schools can be seen in the vast number of languages spoken by today’s students, many of whom live in homes where the primary language used is not English. Students who need assistance with English are called English language learners (ELLs), limited English proficient (LEP), English as a second language (ESL) learner or non-native speaker (Egbert & Ernst-Slavit, 2010; Calderón, Slavin, & Sánchez, 2011). While there are literally hundreds of languages spoken by ELLs, 79% of this group speak Spanish as their native, or primary, language (Center for Public Education, 2012; Orlich, Harder, Callahan, Trevisan, Brown & Miller, 2013). ELLs are the fastest growing segment of the student population and by the year 2030, it is predicted that 40% of all students in U.S. public schools, will speak English as a second language (Banks, 2014).

Students from diverse backgrounds come to the classroom with varied educational experiences and divergent preferences for learning (Banks, 2014; Carbo, 1995; Lessow-Hurley, 2003; Curtin, 2009). Strategies and approaches used in the past, such as lectures and worksheets, have not been found to be effective with culturally and linguistically diverse students, creating a demand for pedagogy that is geared to the unique needs of these students (Banks, 1997, 2014; Carbo, 1995; Curtin, 2005).  Now more than ever, classroom teachers must be prepared to work with this population of students. However, many teachers report that they have had little or no preparation to teach culturally diverse students and many indicate that they have had limited or no training to teach ELLs (Carrier, 2005; Chisholm, 2004; Curtin, 2009; Roy-Campbell, 2013).

Family and consumer sciences (FCS) teachers, like all teachers, must be educated, knowledgeable, and responsive to the needs of diverse students. They must also be prepared to implement culturally responsive pedagogy and become culturally competent (Gay, 2000; Howard, 2006). Culturally responsive pedagogy recognizes the uniqueness of student culture by using the “cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning more relevant to and effective for them. It teaches to and through the strengths of these students” (Gay, 2000, p. 29). The ability to work with English language learners will become a necessity for all teachers as the number of students who speak a language other than English continues to increase.

The purpose of this chapter is to identify instructional strategies and classroom practices found to be effective with multicultural, multilingual students. In this chapter is a list of eight strategies gleaned from the scholarly literature on teaching diverse students. Also included are suggestions for various activities that teachers can use in their classrooms to better serve their diverse students. By implementing these suggestions, FCS teachers can be better prepared to address the needs of diverse students and offer them an enriching educational experience that will help them to be successful.

Strategies and Practices for Working with Diverse Students

Become educated about the culture and cultural background of students

In order for teachers to connect culturally with students, they must be educated about the cultures represented in their classroom. Further, they must learn about and understand their student’s beliefs, traditions and values in order to make learning more meaningful and relevant (Pai & Adler, 2001; Curtin, 2005; Gay 2002). Recognizing cultural diversity, or the variations that are expressed within and across racial and ethnic groups, within the classroom displays respect and shows an appreciation of the differences that make students unique. Culture influences our behavior and is handed down from generation to generation. It is important to remember that cultural characteristics often impact identity more strongly than other more obvious features, such as race.

Suggested activities for FCS teachers:

• Research the history of various cultures of students in the classroom. Learn about the values and beliefs, family traditions and customs of student’s cultures. Read books, watch movies and videos about different cultures of students within the school.
• Observe other schools and classrooms where there are students from diverse cultures. Note how teachers interact with their multicultural students and how they incorporate important values and customs of different cultures into their teaching.
• Implement classroom activities that assist in helping to learn about students. These might include ice breakers, bellringers, games, interviews, and questionnaires.
• be better prepared to address the needs of diverse students and offer them an enriching educational experience that will help them to be successful.
• Realize that students themselves can be a valuable resource in learning about their culture. Asking students to bring in pictures of their favorite activities, their country or family can help everyone learn about each other.

Realize that culture has a significant influence on how students learn

Researchers have found that there is a link between culture, teaching, and learning and that culture plays a role in influencing a student’s preferred way to learn new skills, knowledge, and techniques, also called their learning style (Gay, 2000; Orlich et al., 2013). Scholars have also found that students from different cultures have various preferences for learning (Dunn & Griggs, 1996; Curtin, 2005; Irvine & York, 1995; Snowman & Biehler, 2003). While some students prefer hands-on learning, or like to draw or incorporate movement rather than writing or reading, others do better academically by reflecting and observing (Kolb, 1977; Orlich et al., 2013). Presmeg (1989) found that culturally and linguistically diverse students prefer visual and tactile learning modes. Technology has also been found to suit the needs of diverse students as does the use of cooperative work and heterogeneous grouping of students (Curtin, 2005). Culturally responsive teachers consider their students’ needs and preferences when designing lessons and learning experiences and realize that educational experiences and instruction that matches student’s learning styles helps to improve academic achievement (Banks, 2014; Curtin, 2009; Gay, 2000; Irvine & York, 1995).

Universal Design for Learning

Universal Design (UD) has its roots in Architecture and Urban Planning, for example ramps, automated doors, and curb cuts, however, similar concepts can be applied to the learning process (Mahadevan & Peterson, 2017). UD modifications in architecture were created to provide access to people with disabilities but actually resulted in easy access for everyone. While incorporating UD principles to your curriculum benefits many different types of students, including those who speak English as a second language or international students or students with disabilities, it can also increase learning for all students. Using the principles of Universal Design, teachers should:

• Begin by learning about their students; their cultural background, level of proficiency in English, interests, preferences and motivation for learning.
• Choose a variety of materials and resources for each lesson that meets a range of student’s preferences for learning. These may include textbooks, handouts, PowerPoint presentations, computer software programs, videos, CD’s, digital books, poster boards, games, etc.
• Next, consider how to assess students using a variety of options based again on student’s needs, backgrounds, etc. These may include preparing a product such as a recipe, doing a demonstration, giving an oral presentation, creating a poster or a computer generated graphic organizer, writing an essay paper or doing a drawing.
• Finally, develop learning activities that reflect student’s needs and preferences for learning. These should motivate and engage all learners and may include small or large group activities, computer assignments, hands-on projects, reading printed material or listening to audio texts. Lessons should be designed to accommodate a wide variety of learners and their needs (Orlich et al, 2013).

By using this approach, teachers can meet the needs of diverse learners by giving students options that are based on their interests, abilities, background, educational needs, and learning preferences (National Center on Universal Design for Learning, 2010).

Teachers tend to teach to their preferred learning style which may or may not match the learning style of their students (Bennett, 1995). In order to effectively teach all students, regardless of cultural background, Bennett suggests that teachers:

1. Investigate their own preferences for learning and examine their teaching-learning style.
2. Determine to what degree they can drift from their strengths and preferences yet still be comfortable in the classroom.
3. Experiment with new techniques and strategies with only a few students; ones that are having difficulty in class.
4. Become educated about learning styles that characterize different cultural groups.
5. Utilize all modalities (visual, auditory, tactile and kinesthetic) when teaching new information.

Teaching styles focus on the behaviors that teacher’s exhibit as they interact with learners. When teachers examine their teaching style, they are then better able to understand their instructional practices and can help their students be successful.

Create an open and welcoming classroom climate that values all students

Developing supportive relationships with students and creating a learning environment that is emotionally and psychologically safe is critically important for diverse learners and can also serve to engage and retain students who may be at-risk for doing poorly in school or dropping out (Bartley, Gilliard, & Montanez, 2013; Curtin, 2009).  It is important to find ways to communicate with diverse students whether it be through an interpreter, ESL teacher, school staff member, or other student. Positive interactions and teacher-student relationships that are built on respect can help students from culturally and linguistically diverse backgrounds be successful (Wortham, Clonan-Roy, Link, & Martinez, 2013).

Suggested activities for FCS teachers:

• Pronounce student’s names correctly (teachers can use a recorder to tape the correct pronunciation of student’s names and then use the recordings to practice).
• Introduce new students (especially students who are from different cultures and students who enter the classroom at various times during the school year) to the class and make them feel welcome.
• Begin classes with greetings (written on the board or posted in the room) from the various cultures represented. Have students say and practice the greeting.
• Play music and songs in other languages to teach meaningful and useful phrases and words.
• Invite guest speakers and others in the community to talk about students’ cultures, traditions, languages or foods as this demonstrates respect and an appreciation for the heritage of all students.

Cultivate the connection between the home and school environment 

Research has demonstrated that a child’s success in school is positively related to the degree to which teachers involve the families of students in the educational process (Garcia & Jensen, & Scribner, 2009; Pai & Adler, 2001). Unfortunately, many immigrant parents and families of culturally diverse students do not believe they should be involved in the formal education of children (Ramirez & Soto-Hinman, 2009). Furthermore, communication between home and school is often difficult due to the language barrier (Wortham et al., 2013). To involve parents, schools and teachers must devise creative ways to engage, work with, and interact with the families of diverse learners as this can often make the difference between success and failure in the classroom (Curtin, 2009; Garcia & Jensen, 2007).

Suggested activities for FCS teachers:

• Solicit the help of an interpreter, ESL teacher, or other teacher who is bilingual and invite parents into the classroom to learn more about the families of diverse learners and their culture.
• Ask parents to visit the school to see what goes on in the classroom and observe how well their children are doing academically and socially (Montgomery, 2001).
• Invite parents to serve as volunteers in helping to plan activities or speak about their history, culture, language, and customs.
• Home visits (once used by vocational home economics teachers) are extremely valuable in learning about the families of students and can help to build meaningful family partnerships (Gay, 2000; Ginsberg, 2007).
• Attend community events, festivals, and even shop for groceries in the community where students and their families live to gain new perspectives and an appreciation for students and their lives outside the classroom (Ramirez & Soto-Hinman, 2009).

Implement teaching practices that are sound, research-based strategies supported in the literature on diverse students

Teachers must be willing to expand their pedagogy to incorporate culturally responsive teaching strategies that recognize the needs, strengths, and experiences of students from diverse backgrounds and cultures. Specific strategies have been identified in the scholarly literature that are highly effective with students from diverse backgrounds and cultures (Allison & Rehm, 2007; Carrier, 2005; Curtin, 2006; Gay, 2002; Lessow-Hurley, 2003; Rance-Rooney, 2009; Saravia-Shore & Garcia, 1995). These strategies, described next, support diverse modes of learning as they promote interactions and cross-cultural understanding among students.

Suggested strategies for the FCS classroom: 

• Interactive classroom strategies require diverse students to work together and interact with classmates. It is important to include all multicultural, multilingual students in classroom activities to help them feel important and part of the class. Students can be assigned to work in pairs, small groups, or in large group activities.
• Cooperative learning is a strategy that is backed by an impressive body of research that supports the benefits of this method for academic performance and socialization skills for all students, but particularly for multicultural and multilingual students (Banks, 2014; Johnson & Johnson, 1990; Vaugh, Bos, & Schumm, 2003). In this strategy, which has been found to be highly effective in diverse classrooms, learners are placed in heterogeneous groups usually comprised of four or five students who are different as far as gender, ability, native language, culture and ethnicity. The group is assigned a common goal and all members assume a specific role such as leader, recorder, summarizer, or taskmaster. As students collaborate, communicate, and cooperate with one another, they develop cross-cultural understandings and form strong interpersonal friendships (Banks, 2014; Snowman & Biehler, 2003).
• Group work helps young people learn and experience different perspectives and teaches them about other cultures and different ways of interacting with others (Orlich et al., 2013). Students can be grouped in the following ways:

• Project group assignments where students’ work together based on their interests.
• Buddy grouping where students work with a friend.
• Interest grouping in which students work with others based on their common interests.
• Subject grouping that places students together according to their interest in specific subjects or topics.
• Learning station groups which are formed at a learning station and permits students to have choices of activities at various levels of difficulty (Orlich et al., 2013).

• Hand-on learning includes simulations, games, role-playing, field trips and laboratory experiences. These activities engage and intrinsically motivate all students while accommodating the many different learning styles of multicultural learners (Kline, 1995).
• Peer tutoring has been a highly effective strategy in multicultural and multilingual classrooms and is particularly beneficial when English-speaking students are assigned to assist English language learners (Crandall, Jaramillo, Olsen & Peyton, 2001). Peer tutoring is extremely valuable in diverse classrooms because it promotes communication, motivates students, and helps learners attain higher levels of achievement while developing inter-ethnic friendships. In FCS classes, teachers can implement peer tutoring to solve problems, research information, practice new skills, and review lessons (Allison & Rehm, 2007). Peer tutoring has been shown to develop leadership skills and self-esteem, qualities and skills that are important and taught in FCS classes and FCCLA.
• Visuals help to communicate concepts and information to multicultural students.

Because diverse students are not auditory learners (Curtin, 2006), visuals such as pictures, photographs, and drawings provide a stimulus that can be universally understood and help attach meaning and mental images to words and concepts (Curtis & Bailey, 2001). FCS teachers can have students assist in labeling classroom items (including utensils and equipment used in food laboratories) in a variety of languages. Teachers should incorporate concrete (real) objects and teaching aids (manipulatives) as much as possible in culturally and linguistically diverse classrooms (Allison & Rehm, 2011).

Use a variety of assessments to accommodate a variety of learning styles 

Assessment techniques must be compatible with and relevant to the cultural backgrounds, linguistic capabilities, and learning styles of all students (Banks, 2014; Banks & Banks, 1999; Curtin, 2009; Saravia-Shore & Garcia, 1995). The use of alternative assessments has been proposed widely because they give multicultural students options to demonstrate their understanding of information. By allowing students opportunities to show what they know and are able to do in multiple ways, teachers can provide students with an abundance of possibilities to be successful (Allison, 2003; Allison & Rehm, 2007; Curtin, 2009).

Suggested strategies in the FCS classroom:

• Utilize performance-based assessments to measure student’s ability and work. Practical tests and lab work are common and frequently used in FCS classrooms and can be very helpful to assess diverse students. Projects, portfolios and demonstrations have all been found to be highly effective with multicultural students (Allison, 2003; Allison & Rehm, 2007; Kline, 1995).
• Consider unique ways to allow students to demonstrate what they learned. These may include producing a video or taking pictures of something they created a home.
• Avoid pen and pencil tests that rely heavily on language and words and penalize students because of the language barrier.
• Allow students to participate in the assessment process through discussions that focus on their progress and what they have learned. Learners can provide insights about how well they are doing and what they need to improve on (Montgomery, 2001).

Incorporate culturally relevant curriculum and teaching materials 

An important component of effective culturally responsive classrooms is the use of instructional materials that are culturally sensitive and send the message that diversity is valued and celebrated. Because materials used in the classroom become part of the “hidden curriculum,” they can convey a message about diversity without a teacher doing so in a deliberate or explicit manner (Thompson & Wheeler, 2009). Therefore, teachers must be cautious and vigilant about utilizing instructional materials that are culturally biased. Banks (2014) suggests that images of ethnic and racial groups should be presented in a positive and realistic way and integrated into the classroom in a consistent and natural fashion. Furthermore, curriculum and instructional materials employed should include the experiences and reflect the perspectives of a range of racial, ethnic and cultural groups.

Suggested ideas for the FCS classroom: 

• Create relevant bulletin boards that display positive and purposeful information that represent all cultures within the classroom. Some examples include newspaper articles (local and national) with photographs, important events or accomplishments of community leaders from diverse backgrounds.
• Display student-created posters, stories, poems, etc. that focus on culturally diverse themes.
• Create a “book corner” with a variety and range of culturally diverse literature to stimulate reading and generate an interest in learning about other cultures.
• Ensure that curriculum materials are free of bias and discriminatory stereotypes by having students evaluate instructional materials, textbooks, and other educational resources used in the class.

Provide lessons that are challenging and reflect high expectations for all students

Teachers must remember that multicultural, multilingual learners do not have cognitive disabilities and should not be viewed as incapable (Nieto & Bode, 2007). These students will benefit from teachers who challenge them and provide them with the support and confidence they need. Diverse learners need to feel productive as well as successful and need a variety of assignments that are similar or closely related to what everyone else in the class is doing to achieve the goals of the lesson.

• Instead of developing separate lessons that are “watered down,” teachers should modify existing lessons by presenting the content in multiple ways that accommodate a variety of learning styles and modalities.
• Lessons should include culturally relevant examples and references.
• Approaches such as cooperative learning or peer tutoring can help multicultural, multilingual learners be successful as they learn with others.
• Provide diverse learners with multiple opportunities to succeed.

Implementation Guidelines

Do’s and Don’ts for the Teacher

Do:

• Value and show respect for diversity in the classroom including the use of a student’s native language.
• Incorporate students’ cultures and backgrounds in lessons whenever possible.
• Make connections with parents and invite them into the classroom.
• Extend the classroom beyond the walls of the school – go on field trips, invite guest speakers from the community into the classroom, and make classes an intercultural experience.
• Display and incorporate instructional materials that represent a variety of cultures, races, and ethnicities.
• Help students to develop cross-cultural friendships through interactive teaching methods and activities.
• Be sensitive to the anxiety and frustration of culturally and linguistically diverse students and provide emotional support, encouragement, and understanding.

Don’t: 

• View diverse students as incapable or deficit.
• Consider parents as uninterested in their child’s education because they don’t participate in school activities. • Teach only to your preferred learning style.
• Use strategies that force students to work independently or be passive learners.
• Overlook the value of community resources that are available.
• Evaluate students on only one or two major assessments throughout the semester. • Force second language students to answer questions or give oral presentations.

Summary

The dramatic demographic shifts occurring in our nation has created profound changes in the U.S. student population. These changes will impact teachers throughout schools around the country and require educators to adapt and incorporate teaching strategies that recognize diversity and address the needs of students who are culturally and linguistically diverse. While diversity creates challenges for classroom teachers, it also poses opportunities to enrich the educational experience for everyone and by exposing students to many different languages, cultures, and people, students will be prepared for a world that becomes more diverse every day.

Check for Understanding

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