Cultural and Linguistic Diversity

Culturally and linguistically diverse (CLD) children now constitute the fastest growing segment of the educational systems in the United States. The number of children who speak a language other than English at home doubled, from 5.1 million in 1980 to 10.6 million in 2000 (Fix & Passel, 2003). By 2015, children of immigrants are predicated to be 30% of the nations school population (Fix & Passel).

In addition to considering the language and culture of each family, it is important that educators understand that some immigrant families have had little experience with or exposure to traditional education. It is the responsibility of the practitioner to empower parents by inviting them into meaningful collaboration and decision-making processes with educators. When CLD parents are empowered, over-referral or under-referral to special education is less likely to occur (U.S. Department of Education, 2002). Therefore the necessary competencies of teachers to work with parents must include the skills to improve communication with parents and to engage them meaningfully in the educational development of their children and in the reform processes in schools.

The Influence of Culture on Our Work with Diverse Populations of Children and Their Families

At the June 2008 Annula Networking Conference, Dr. Sarah Semlak shared information from the National Black Child Development Institute's publication, School readiness and social-emotinal development: Perspectives on cultural diversity. Sr. Semlak's morning presentation focused on the influence of culture on our work with diverse popluations of young children and their families. In the afternoon, she spoke about resilience and school readiness.

• The Influence of Culture on Our Work with Diverse Populations of Children and their Families

Language Differences vs. Language Disorders

Linda Bland-Stewart, Ph.D. CCC, Associate Professor of Speech and Hearing Science Pediatric Language Pathologist at GWU, presented research and strategies at the ITAP Networking Conference in June 2007. Access the following presentation to learn about language delays vs. language differences in young African American children.

• Distinguishing language differences from language disorders in culturally and linguistically diverse young children

Latino Children

Recent Census data reveals that 20% of children under the age of five in the US are Hispanic. Only 40% of Latino children attend preschool as compared with 60% of white and African American children. Research also shows that Latino children are less likely than their white peers to start school with the basic math and reading skills needed for academic success. Pre-K Now has published a report outlining these statistics, providing an overview of obstacles Latino families face in accessing early learning opportunities for their children, and offering strategies for increasing Latino participation in pre-kindergarten programs. Click on the link below to view the document:

• Pre-K and Latino Children