In general, the U.S. teaching force is not well prepared to help culturally diverse children succeed academically and socially, because preservice teacher preparation programs have not offered sufficient opportunities for learning to teach culturally diverse students. This Digest focuses on principles and structures for professional development of practicing teachers that can help them gain the knowledge they need about language and on some challenges to overcome for providing good professional development opportunities. They are responsible for subject area instruction. They must also select educational materials and provide learning opportunities that promote second language acquisition for students who are learning English and that promote language development for native English speakers. They need to be able to distinguish language behavior that is developmentally predictable from that which is not and provide appropriate instructional intervention.
Teachers are evaluators and their decisions have important consequences for students.
There are far too many instances of students being placed in inappropriate educational programs because judgments of ability are influenced by misunderstandings of language behavior. Teachers are agents of socialization . Basic knowledge about language and culture and how these systems can vary is fundamental to helping diverse students succeed in school. To be successful, professional development must be long term, and it must incorporate opportunities for learning that center on teachers and students. Because in-service teacher education on language in teaching and learning must address teachers' attitudes toward language and toward students who speak languages other than English and dialects other than Standard English, it calls for extensive commitments of time.