Language Diversity In Education

Diversity in the U.S and Its Implications for Education

How is one person different from another? One might answer personality, gender, eye color, or height. When considering differences among people in the United States, the response broadens because “the continual influx of immigrants has helped shape its [transformation]” (Parillo,1994, p.538). Immigration continues to transform the U.S. as immigrants spread their unAmericanized values, customs, and language. These differences create diversity among the U.S and are observed in classrooms through culture and language. Other forms of diversity in education exist through gender differences and exceptionalities. When teachers encounter diversity, they must demonstrate appropriate responsiveness
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There are students in school whose first language might be Spanish, Chinese, or Vietnamese, among others. Students who do not understand English are considered English learners (ELs) and they “need help in learning to speak, read, and write in English” (Kauchak & Eggen, 2017, p. 84). There are four programs that teachers can incorporate in response to language diversity. One program is referred to as bilingual maintenance. In a bilingual maintenance program, students continue to use their primary language while “the emphasis on English …increases in each subsequent grade” (Kauchak & Eggen, 2017, p. 85). Another program is known as immersion, which consists of only using English in the classroom. Immersion is a program that requires students to pick up on English by eliminating their primary language. Transition programs allow for students to use their primary language “until students acquire sufficient English to succeed in English-only classrooms” (Kauchak & Eggen, 2017, p. 85). Lastly, English as a second language programs require English-only instruction while instruction is adapted into classroom content. Teachers must use their judgement to determine which programs are best for their
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Gender differences are seen daily when males are treated differently than females, and vice versa. For example, if boys hit each other, adults might disregard their behavior as hoarse play which fits into the common expression “boys will be boys”. On the contrast, it is more likely for adults to intervene if girls display aggressive behavior. Gender stereotypes influence students’ interests, specifically career choices. For example, Cavanagh (2008) argues “when mothers believe that math is a male domain…their daughters take fewer math classes, get lower grades in them, and are less likely to view math positively” (as cited in Kauchak & Eggen, 2017, p. 90). Regarding career choice, students often consider the common gender associated with specific careers. For example, males typically “remain a distinct minority” in nursing because of the generalization that most nurses are females (Kauchak & Eggen, 2017, p. 90). The issue with gender differences is inequality. Kauchak and Eggen (2017) recommend that teachers promote gender equality by openly communicating to students that they will work to treat both genders equally. Also, teachers should provide examples of men and women outside of stereotypical roles. Teachers can inform parents to avoid using stereotypes when speaking about education. Lastly, teachers should encourage students to pursue nontraditional gender-based fields (Kauchak &