Book review: Student cultural diversity: Understanding and meeting the challenge Name: Danuta Skupien Date: March

3, 2005 Citation: Garcia, E. (2002). Student cultural diversity: Understanding and meeting the challenge (3r.ed.). New York, NY: Houghton Mifflin Company Category/Type: Non-fiction persuasion

Book Review Summary Student cultural diversity: Understanding and meeting the challenge by Eugene Garcia (2002) is a non-fiction persuasion book that addresses the issue of linguistic diversity among students. Based on a robust amount of empirical research, Garcia proposes many different approaches to provide English Language Learners (ELL) students with equal educational opportunities, such as understanding of the students cultural and individual development, building partnerships between home and school, and implementing appropriate teaching methods. Moreover, Garcia points out that by the year 2026 the number of ELL students in American schools will rise to 25% (p.23). And yet, 25 states and territories do not offer professional credentialing for teachers of culturally diverse students (p.288). Therefore, in order to effectively serve these students, the author contends that more attention should be devoted to assessing the competence of teachers. He emphasizes that teachers affect, knowledge, skills, and disposition are as crucial in serving linguistically diverse students as content knowledge and practice skills (p.317). To further persuade his readers, the author introduces a new perspective on learning which allows for respect and integration of the students values, beliefs, and experiences. As a result, Garcia directs his efforts towards emphasizing the importance of enhancing learning through providing instruction in a context that is socio-culturally, linguistically and cognitively meaningful

Book review: Student cultural diversity: Understanding and meeting the challenge to the learner, such as providing ELL students with instructional strategies that incorporate their native language (p.120). Critical Analysis Through this book the author conveys the importance of meeting and understanding the challenges associated with educating linguistically diverse students. To effectively address the needs of these students, the author recommends shifting away from a system that strives to transform the diversity in schools into a monolithic, English- speaking, American-thinking and acting community (p.103). Instead, he proposes a new school design that creates an environment that embraces as well as enhances diversity awareness at schools. Authors Skill of Expression Garcias ability to express his skills of persuading and conveying his thoughts to readers is

adequately addressed. He incorporates many strategies to ensure the clarity of expression. First, to present facts, the author doesnt merely offers his opinions and views, but instead, he refers to the findings from many empirical studies in the area of linguistic diversity. For example, the attributes of an exemplary teacher, such as language switching abilities and incorporating students culture in instruction, were derived from a Significant Bilingual Instructional Features (SBIF) study that was performed by Tikunoff in 1983 (p.340). Furthermore, the author also ensures clarity of expression by including summary sections that reiterate the main points of each chapter. In addition, he incorporates many tables and charts to provide useful summaries of research on effective instruction of minority students, as well as he refers to subsequent chapters to provoke interest. On the other hand, Garcias writing style is rather complex. Throughout the book, he elaborates on many studies in the areas of cognitive and sociological development, which may be

Book review: Student cultural diversity: Understanding and meeting the challenge

difficult to follow if one doesnt pay careful attention. An example includes two studies conducted by Lurias (1928) and Vygotskys (1929) about the notions of child development, cognition, and learning in relation to culture (p.82). In general, the authors ability to convey his ideas were adequately articulated and his message was effectively conveyed through the incorporation of the above mentioned strategies. As a result, I was able to genuinely understand not only the challenges of educating linguistically diverse students, but also the magnitude of effective instruction. Strengths and Weaknesses Among many strengths of this book, the use of tables and the incorporation of real life examples are frequently utilized to bolster the authors effectiveness of presenting information. For example, the basic premises of effective school reform are presented in a table form, which ensures better visual understanding (p.332). In addition, in many chapters, the author includes becoming a responsive teacher section, which incorporates real life experiences of students and teachers in American schools. Section titled How home life shapes classroom behavior includes an example of a teacher who, due to the lack of knowledge of other cultures values, has erroneously labeled one of her students as being uninterested in and unresponsive to lecture content (p.137). Another strength that deserves attention is the authors analysis of current state policies and educational legislatures pertaining to standardized assessments and measurement of their results. For example, the U.S. Department of Education proposed in Title I and in Title VII that ELL students who have been attending U.S. schools for three years would be required to take states assessments in English, without any accommodations. The author criticizes this recommendation by stating that prohibiting the use of necessary accommodations is inconsistent with the Standards of Educational and Psychological Testing (p.257).

Book review: Student cultural diversity: Understanding and meeting the challenge

Several weakness of the book can be identified. Firstly, the authors analysis of the factors that contribute to linguistic diversity is too meticulous. For example, the analysis of culture is based on sociological, psychological, and anthropological findings. The concept of group culture is explained by an anthropological theory of an individual-oriented concept of culture. (p. 77). Furthermore, the author continues to analyze theories that are very esoteric. He devotes an entire chapter to the discussion of the cognitive development theory. He describes a constructivist perceptive that draws on ideas from psychology, semiotics, education, sociology, and anthropology as a way of understanding language, cognition, culture, human development, teaching, and learning (p.246). In addition, the author uses statistical terms to describe the validity and reliability of standard assessments, such as construct validity, which for many readers, who are unfamiliar with statistics, may be an obscure measure (p.193). Needs Appropriateness This book has adequately met my needs as a reader. Although, the authors writing style is rather complex, it alters to a simpler form as the book progresses. At the beginning of the book, Garcia tends to presents facts by an elaborate analysis of various esoteric psychological, sociological and anthropological studies to illustrate the effects of culture on an individuals behavior, such as the analysis of cultural basis of cognition (p.82). As the book progresses, however, the studies that the author incorporates pertain more directly to linguistic and cultural diversity, and therefore are easier to be understood. Even though the book has suited my needs, less detailed description, or even an elimination of some sections of the book, such as the chapter devoted to social ecology, could have improved the reading experience for me. Such sections provide information that is important, but not directly linked to the issue of linguistic diversity.

Book review: Student cultural diversity: Understanding and meeting the challenge Organization The book consists of three parts: student diversity in context, the roots of diversity and the educational response. Each part includes several chapters that are organized in a logical order. The author begins his book by an analysis of historical and present basis of diversity. In this section, he presents irrefutable facts to convince the readers to undertake necessary action to

respond to the needs of linguistically and culturally diverse students. He points out that the current rate of foreign-born individuals is 1 in 13, but projections show, that by the year 2020, the foreignborn population of the United States will be 1 in 7 people (p.8). Therefore, Garcia emphasizes that many children will be faced with economic and social situations that will increase their educational vulnerability, thus increasing the drop out rate. Garcia calls for education to invest more money in children so they become assets instead of liabilities. He perceives this undertaking as an achievable goal since 85 percent of the people in the U.S. prison system are school dropouts and the cost for one year of stay in state and federal prisons is nearly $30,000, which is approximately the cost, including tuition, fees, books, room and board of sending a students to Harvard University for one year (p.33). In the second section, the author makes a transition from presenting statistical facts to conveying valuable insights to understanding culture. He emphasizes that to understand the factors that contribute to underachievement among minority students require a full consideration of the interactions among cultures, socialization and education. The third section focuses on persuading educators to respond to the educational needs of linguistically and culturally diverse students. To make the goal attainable, Garcia identifies many effective strategies that ensure instructional success, such as making instruction understandable by simplifying language structure or contextualizing oral and written texts with visual materials (p.347).

Book review: Student cultural diversity: Understanding and meeting the challenge Contributions/Importance Information provided through this book provides immense contributions to the field of education, mainly the education of culturally and linguistically diverse students. First of all, the author provides various insightful strategies for educating these students. Among many, the following tactics have been given the most recognition: Communicating high expectations of students Communicating clearly when giving directions, specifying tasks, and presenting new information Obtaining and maintaining students engagement in instructional tasks by pacing instruction appropriately and promoting involvement Monitoring students progress and providing immediate feedback Integrating students culture in curriculum

Mediating instruction by using the students native language and English for instruction (p.297).

Secondly, this book permeates into factors, other than effective instruction, that influence academic achievement of ELL students. A learning environment that addresses and enhances cultural and linguistic diversity is imperative in providing equal learning opportunities for linguistically and culturally diverse students. Factors that would contribute to creating such environment include various school practices such as having a vision defined by the acceptance and valuing of diversity, treatment of classroom practitioners as fellow professionals in school development decisions, and elimination of policies that apply categories to diverse students that render their educational experiences inferior or limiting for future academic learning (p. 121).

Book review: Student cultural diversity: Understanding and meeting the challenge Finally, even though Garcia realizes that it is impossible for educators to acquire complete ethnological knowledge of culturally diverse students, he recommends that educators focus not only on understanding the differences among ethnic groups, but also on understanding the intersection of school context with the students family, home and community contexts (p.154). For example, a teacher who doesnt understand that in large authoritarian families such as

Mexican, childrens conversations with adults are brief and abrupt, and that children learn to listen and to speak very judiciously, may mistakenly suspect that such a student is shy, or languagedelayed (p.182). As a result of the above contributions, the information provided through this book must be given a very thoughtful consideration. Recognizing culture as a system of understanding which includes values, beliefs, notions about acceptable and unacceptable behavior, and other socially constructed ideas that members of the culture are taught are true (p.73), can have a tremendous impact on the quality of education provided to culturally and linguistically diverse students. Additional Reviews As I havent been able to locate additional reviews, I am including my review of the book, which I had submitted to the publisher, Houghton Mifflin Company. In Student cultural diversity: Understanding and meeting the challenge by Eugene Garcia (2002) address the issue of linguistic and cultural diversity among students in American schools. Based on a robust amount of empirical research, the author persuades his readers to adapt new learning strategies to provide English Language Learners (ELL) students with equal educational opportunities, such as understanding the students cultural and individual development, building partnerships between home and school, and implementing appropriate teaching methods that enhance diversity. To further persuade his readers, Garcia introduces a new perspective on

Book review: Student cultural diversity: Understanding and meeting the challenge

education called a new pedagogy, which allows for respect and integration of the students values, beliefs, and experiences. He stresses the importance of enhancing learning through providing instruction in a context that is socio-culturally, linguistically, and cognitively meaningful to the learner (p. 19). The authors ideas and thoughts are well articulated. He doesnt merely offers his opinions and views, but instead, he refers to the findings of many studies in the area of linguistic and cultural diversity. Although his writing style is rather complex at the beginning of the book, as the author incorporates many sociological, psychological, anthropological and cognitive studies to elucidate individual development theories and the many aspects of culture, his writing alters to a simpler form towards the middle of the book. He incorporates studies that more directly pertain to the issue of linguistic and cultural diversity, and therefore are easier to be understood. Furthermore, the use of tables and real life experiences are most often utilized to bolster the authors effectiveness of presenting information. Characteristics of direct instruction and instructional conversation, or schooling transformation: what is and what ought to be, are presented in a table form which ensures better visual understanding. In addition, the author also includes becoming a responsive teacher sections, which incorporate real life experiences of students and teachers in American schools. Information provided through this book provides immense contributions to educating linguistically and culturally diverse students. It provides educators with teaching strategies that effectively meet the educational needs of these students, such as integrating students culture in the curriculum or mediating instruction by using the students native language and English for instruction. Moreover, the author stresses the importance of providing linguistically and culturally diverse students with a learning environment that addresses and enhances their differences.

Book review: Student cultural diversity: Understanding and meeting the challenge Factors that would contribute to creating such environment include various school practices such having a vision defined by the acceptance and valuing of diversity, treatment of classroom practitioners as fellow professionals in school development decisions, and elimination of policies that apply categories to diverse students that render their educational experiences inferior or limiting for future academic learning (p. 121). Personally, I have found this book very informative. Garcia not only presents the challenges associated with educating linguistically diverse students, but also offers an array of solutions to

effectively meet the educational needs of these students. This book also confirms my beliefs about the American system of education. As the author states: schools practice a subtractive accumulation, often identified as assimilation, aimed at replacing the old culture with the new (p.79). Recommendations I recommend this book to educators who are faced with the challenges of meeting the needs of linguistically and culturally diverse students. Garcia presents a very detailed description of diversity among students in American schools. He persuades his readers to face the problem and adapt new strategies to meet the challenge. This book will enlighten and enrich a teachers professional life, by providing many insightful strategies to facilitate the learning process of many students, such as incorporating student-centered, collaborative, and process oriented instructional methods. Furthermore, based on the findings of many empirical studies incorporated in the book, teachers will realize that it is possible to make instruction understandable and meaningful. They will learn that their skills, knowledge, disposition and affect are found to be the most important attributes in providing effective instruction.

Book review: Student cultural diversity: Understanding and meeting the challenge Resources for further study in the area of cultural and linguistic diversity include the following books: 1. Language, culture, and power: Bilingual families and the struggle for quality education by Soto, L.D (1997). This book provides a comprehensive case study of Puerto Rican family interaction with schools. It is an analysis of the struggles that

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these non-English speaking parents confront in promoting their childrens educational needs. The parents critical stance toward the educational system offers important insight for teachers. 2. An American imperative: Accelerating minority educational advancement by Miller, L.S. (1995. The primary goal of this book is to emphasize the importance of accountability in resolving educational crisis of minority students. The author suggests that leaders and professionals in government, education and business should collaborate to improve the academic status of minority students. 3. Latino high school graduation: Defying the odds by Romo, H., and Falbo, T. (1996). The authors identify various obstacles and strategies that minority students encounter at schools. The author recommends several strategies for school reform, such as putting the learning of students first, clarifying scholastic standards and creating pathways to outcomes. Personal Reactions I have found this book very informative. Garcia not only clearly presents the problems associated with educating linguistically diverse students, but also offers an array of solutions to effectively meet the educational needs of these students. As a result of Garcias profoundly articulated concerns, as well as ideas and solutions, my comprehension of the insufficiency of the

Book review: Student cultural diversity: Understanding and meeting the challenge current education system has amplified. I came to realize that meeting the needs of diverse

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students is not only about providing them with equal educational opportunities, but also it is about making a difference in their lives. This book also reconfirms my beliefs about the American system of education. As the author states: schools practice a subtractive accumulation, often identified as assimilation, aimed at replacing the old culture with the new (p.79). I believe that it is imperative for teachers not only to acknowledge, but also to accept and enhance individuals uniqueness, and treat it as an asset to the learning environment. According to Garcia, culture is part of our continuous human endeavor to construct meaning out of life (p. 75). Therefore, the attempt, in many cases an unintentional attempt, of many educators to impose new values and beliefs on individual students must be altered. Educators must come to realize that students cultural attributes are not inferior to the existing or prevailing culture, but rather, these foreign attributes give meaning and direction to a students life. Therefore, educators must be sensitive to the impact that culture has on a student. Moreover, my belief that people who learn a second language tend to be more sensitive to other cultures, has been reinforced. Based on empirical research, the author identifies many attributes of a successful teacher. Among many, bilingualism and biculturalism are the primary ones. Exemplary teachers implement students native languages and integrate their cultures in the instruction. (p.85). Therefore, I support the authors conviction that in order to overcome the barriers to develop a responsive environment for linguistically and culturally diverse students, educators must be committed to their professional development and growth. Not only the teachers knowledge and skills, but also a frame of mind, temperament, feelings and emotions play a crucial role in effectively meeting the needs of linguistically diverse students.

Book review: Student cultural diversity: Understanding and meeting the challenge References Miller, L.S. (1995). An American imperative: Accelerating minority educational advancement. New Haven: Yale University Press. Romo, H., and Falbo, T. (1996). Latino high school graduation: Defying the odds. Austin: University of Texas Press

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Soto, L.D. (1997). Language, culture, and power: Bilingual families and the struggle for quality education. Albany: State University of New York Press.