Meeting the Needs of Culturally and Linguistically Diverse Families
Position Statements, Papers and Reports
The Albert Shanker Institute, endowed by the American Federation of Teachers, is working to better understand teacher labor market trends and identify promising interventions aimed at increased teacher diversity in K-12 education. This report examines teacher diversity in 9 cities: Boston, Chicago, Cleveland, Los Angeles, New Orleans, New York City, Philadelphia, San Francisco and Washington, D.C. and provides policy recommendations.
This report is provided by the Center for Law and Social Policy (CLASP).
Topic Briefs located on the Build Initiative website include resources on the following topics:
- developing early childhood systems and early learning standards for a multi-ethnic society;
- strategies for maintaining workforce diversity while raising teacher qualifications;
- race, language and ethnicity as an indicator of quality; and
- building cultural and linguistic competence in early childhood workforce.
Building Culturally and Linguistically Competent services to support young children, their families and school readiness (2004)
The tool kit from the Annie E. Casey Foundation defines cultural and linguistic competence and its priority for communities with attention to: Diversity and the cultural context of the family and community; Understanding the impact of culture on child development; Planning and implementing culturally and linguistically competent services; Implications for early childhood services and school readiness; and Strategies for preparing personnel and implementing culturally and linguistically competent services and supports.
Responsiveness to All Children, Families, and Professionals: Integrating Cultural and Linguistic Diversity into Policy and Practice (2010)
Division for Early Childhood (DEC) position statement on culturally and linguistically responsive practices.
Training and Technical Assistance
Learning Table: Evidence-Based Approaches to Building Quality for Diverse Young Learners in State Quality Rating and Improvement Systems (QRIS)
From March to August 2012, BUILD and the QRIS National Learning Network supported a sequence of professional development (PD) and planning related to building quality services and supports for young children who are culturally, linguistically, and ability diverse and their families. Teams of leaders from seven states participated. The sequence was called a Learning Table.
This site features online curricula offering information on knowledge, skills and awareness related to cultural competence; provide instructional and self-discovery strategies; guidance on how to incorporate cultural and linguistic competence into ones work; and offers materials, articles and other publications.
This page on culture and language provides user-friendly materials and training for staff and families to use to promote strong language and literacy skills in children's home language and in English.