In today’s society, diversity is the center of the American foundation. Every year we have people coming to America looking for the American dream, looking for a better opportunity for their children. I should know because I am an example of this. My parents wanted a better life for their children, so they took the steps to live and work in America. This paper is to review the different dimensions of multicultural education and how it is an essential part of our school system. Also, we will address some concerns about multicultural education, and what teachers’ attitudes are towards it. Finally, we will explore the effect of culture in language learning and school achievement for culturally and linguistically diverse students.
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In this dimension Banks (2014) explains how teachers modify their teachings in ways that will facilitate the academic achievement of students from diverse racial, cultural, and social-class groups. This enables teachers to use different teaching styles to accommodate all students that have diverse learning styles.
While Banks makes us understand the different dimensions of multicultural education, Geneva Gay also has an optimistic view of multicultural education. According to Gay (2004), “classroom teachers and educators must provide students from all ethnic groups with the education they deserve. Multiculturalism has not yet become a central part of the curriculum regularly offered to all students; instead, educators have relegated it primarily to social studies, language arts and the fine arts.”
Gay believes that multicultural education will enhance a student’s ability to be successful academically. However, teachers are having a hard time implementing it in their curriculum because of time restraints, or not enough resources provided by the school. Banks (2014) argues that “multicultural education is more than content; it includes policy, learning climate, instructional delivery, leadership and
Keywords: …show more content…
In this dimension Banks (2014) explains how teachers modify their teachings in ways that will facilitate the academic achievement of students from diverse racial, cultural, and social-class groups. This enables teachers to use different teaching styles to accommodate all students that have diverse learning styles.
While Banks makes us understand the different dimensions of multicultural education, Geneva Gay also has an optimistic view of multicultural education. According to Gay (2004), “classroom teachers and educators must provide students from all ethnic groups with the education they deserve. Multiculturalism has not yet become a central part of the curriculum regularly offered to all students; instead, educators have relegated it primarily to social studies, language arts and the fine arts.”
Gay believes that multicultural education will enhance a student’s ability to be successful academically. However, teachers are having a hard time implementing it in their curriculum because of time restraints, or not enough resources provided by the school. Banks (2014) argues that “multicultural education is more than content; it includes policy, learning climate, instructional delivery, leadership and