- Student diversity
In addition to language differences as such, students differ according to culture in how language is used or
practiced—in taking turns at speaking, in eye contact, social distance, wait time, and the use of questions. Some of
these differences in practice stem from cultural differences in attitudes about self-identity, with non-Anglo
culturally tending to support a more interdependent view of the self than Anglo culture or the schools. Differences
in attitudes and in use of language have several consequences for teachers. In particular—where appropriate—they
should consider using cooperative activities, avoid highlighting individuals’ accomplishments or failures, and be
patient about students’ learning to be punctual.
On the Internet
both English Language Learners and their teachers. The website offers a variety of information, free of charge,
about all aspects of bilingual education, including introductory summaries of the field, position papers released to
the government and the press, and research articles from their journals.
Education, which as its name implies advocates for all-girl and all-boy classes and schools. The website contains
thoughtful summaries of the advantages to both boys and girls if they are educated separately and in public schools.
Whether you agree with their point of view or not, their point of view is worth considering; though keep in mind
that their supporting information tends to come from media sources (e.g. newspapers) instead of full-fledged
research studies.
Key terms
African-American English
Balanced bilingualism
Bilingual
Cognitive styles
Culture
Dialect
Ebonics
English language learner (ELL)
Ethnicity
Eye contact
Field dependence
Field independence
Gender roles
Group differences
IdentityImpulsivity
Independent self
Individual differences
Interdependent self
IRE cycle
Language loss
Learning styles
Limited English learner (LEL)
Metacognition
Multiple intelligences
Reflectivity
Social distance
Test questions
Unbalanced bilingualism
Wait timeReferences
Basow, S. & Rubenfeld, K. (2003). “Troubles talk”: Effects of gender and gender-typing. Sex Roles, 48(3/4),
183-188.
Beykont, Z. (Ed.). (2002). The power of culture: Teaching across language difference. Cambridge, MA:
Harvard Education Publishing Group.
Beaulieu, C. (2004). Intercultural study of personal space: A case study. Journal of Applied Social
Psychology, 34(4), 794-805.81