Teachers in bilingual classroom settings should be aware of non-verbal communication differences and should help their students become aware of these. Teachers in regular classroom settings should also be cognizant of differences of non-verbal communication that are most likely to affect the intercultural communication process. Language minority students' world view can also affect their psychological well-being. A given world view is most closely associated with the value and belief system of a cultural group and is concerned with what the group believes to be true, valuable, and significant. The different world views of language minority students can clash with that of the dominant culture.
Further conflicts arise with the non-uniformity of bilingual programs.
A program's focus determines the approach used in teaching culture. Regardless of the program type, at some point students will become bilingual and bicultural. Therefore, they will all undergo at least part of the three processes described above. The process of becoming bicultural can be a very painful one if the students are not attended adequately. Table I summarizes Gutierrez's model.