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Culturally and Linguistically Diverse Students: (Re)imagining Multilingual Education

Culturally and Linguistically Diverse Students: (Re)imagining Multilingual Education

Eda Başak Hancı-Azizoglu
Copyright: © 2021 |Pages: 19
ISBN13: 9781799846970|ISBN10: 1799846970|ISBN13 Softcover: 9781799865216|EISBN13: 9781799846987
DOI: 10.4018/978-1-7998-4697-0.ch011
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MLA

Hancı-Azizoglu, Eda Başak. "Culturally and Linguistically Diverse Students: (Re)imagining Multilingual Education." Interdisciplinary Approaches Toward Enhancing Teacher Education, edited by M. Dolores Ramírez-Verdugo and Bahar Otcu-Grillman, IGI Global, 2021, pp. 202-220. https://doi.org/10.4018/978-1-7998-4697-0.ch011

APA

Hancı-Azizoglu, E. B. (2021). Culturally and Linguistically Diverse Students: (Re)imagining Multilingual Education. In M. Ramírez-Verdugo & B. Otcu-Grillman (Eds.), Interdisciplinary Approaches Toward Enhancing Teacher Education (pp. 202-220). IGI Global. https://doi.org/10.4018/978-1-7998-4697-0.ch011

Chicago

Hancı-Azizoglu, Eda Başak. "Culturally and Linguistically Diverse Students: (Re)imagining Multilingual Education." In Interdisciplinary Approaches Toward Enhancing Teacher Education, edited by M. Dolores Ramírez-Verdugo and Bahar Otcu-Grillman, 202-220. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-4697-0.ch011

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Abstract

The structure of American public schools has altered within the past 30 years due to receiving extensive number of linguistically diverse students. The fact that culturally and linguistically diverse (CALD) students often experience academic failure within the U.S. public schools creates a subgroup of students who cannot achieve their educational goals. The purpose of this study is to explore ideal practices in order to enhance teachers' and policy makers' perceptions and awareness on the unique needs of CALD students. The findings of this study reveal the fact that ineffective methods for teaching CALD students and short-term goal-oriented educational policies fall short of meeting the academic needs of CALD students, and this research offers a conceptual framework that could contribute to CALD students' intellectual growth through effective and constructive language learning practices.

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