Building on Home Literacy Experiences
A number of research studies from multiple disciplines demonstrate that
students who might be considered "culturally deprived" by some bring to
school many language and cultural strengths (Tharp & Gallimore, 1989;
Respecting Students' Home Cultures
Educational programs that spring from the idea of cultural deprivation
often show disrespect for students' home cultures. Educators must
recognize that the
linguistic forms and cultural values a student brings to school are
intimately connected with that student's loved ones, community, and
personal identity. To suggest that what a student brings to school is
wrong is to suggest that something is wrong with the student and his or
her family (Delpit, 1990).
Building on Experiences Students Bring to School
When we accept children's knowledge about language, learning, and
culture, we not only validate their being, but acknowledge their self-worth.
Responsible instruction builds on the language, knowledge, and experiences
students bring to school, using them as steppingstones for the development
of more complex understandings (Flores, Cousin, & Diaz, 1991).
Go on to Multicultural/Diverse Perspective Instruction References
Back to Values of Multicultural Instruction
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