Because of cultural differences, some children may find the interpersonal setting of the school culture difficult. If the teacher is unaware of such cultural differences, their expectations and interactions with these children may be influenced. Effective instruction for children from culturally diverse backgrounds requires varied instructional activities that consider the children's diversity of experience. Many important educational innovations in current practice have resulted from teachers adapting instruction for children from culturally diverse backgrounds. Teachers need to recognize that experiences in the home and home culture affect children's values, patterns of language use, and interpersonal style.
Children are likely to be more responsive to a teacher who affirms the values of the home culture.
Teachers need to be aware of these misconceptions and realize that quick and easy solutions are not appropriate for complex problems. Second language learning by school-aged children takes longer, is harder, and involves more effort than many teachers realize. We should focus on the opportunity that cultural and linguistic diversity provides. Diverse children enrich our schools and our understanding of education in general. In fact, although the research of the National Center for Research on Cultural Diversity and Second Language Learning has been directed at children from culturally and linguistically diverse backgrounds, much of it applies equally well to mainstream students.