Linguistic Diversity

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June 20, 2011

Linguistic Diversity
All children deserve an early childhood program or education that recognizes and respects their family, community, and linguistic diversity. In this nation, there are children of all ethnic and cultural backgrounds. “For young children to develop and learn optimally, the early childhood professional must be prepared to meet their diverse developmental, cultural, linguistic, and educational needs. Early childhood educators face the challenge of how best to respond to these needs.” (NAEYC, 1991) With that conveyed, I of course, believe that providing a child with quality linguistic diverse classrooms will allow them to grow and learn in a more successful way. Therefore, in this thesis, I will discuss the importance of having family and cultural involvement in language acquisition, formal English in the early childhood classroom and last but not least immersion programs. Let us first define what linguistic miscellany is. “Linguistically and culturally diverse is an educational term used by the U.S. Department of Education to define children enrolled in educational programs who are either non-English-proficient (NEP) or limited-English-proficient (LEP). Educators use this phrase, linguistically and culturally diverse, to identify children from homes and communities where English is not the primary language of communication.” (Garciá 1991). First learning the families and cultural involvement in language acquisition is essential. In this day and time, one must respect the issue of language in the child’s home. I have come to find in my experience with home visits and conferences that different cultures have different ways of communicating. Research has shown that the substance of family framework in verbal communication achievement is significant as to the “talkativeness in families in influencing language acquisition rather than the family’s socioeconomic status or ethnic group identity. Differences in...
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