The language and culture that each individual brings to the classroom must be taken into account. Bilingual programs are essential in the preparation of active, prepared citizens ready to meet the challenges of the 21st century. Therefore we believe that bilingual education is not an end in itself, but the bridge to a cohesive multi-cultural society when it taps the students' cultural and linguistic heritage. We believe that cultural understanding and its role in all aspects of education and language are at the core of promoting global peace and harmony. Figure 1 demonstrates how utilizing a student's culture can enhance learning and understanding among linguistically and culturally diverse students.
Students come into the classroom with both community and individual languages and cultures.
Langer's research utilizes the students' cultural and linguistic heritage via narratives, while Moll and D az tap the community's cultural resources for use in the classroom curriculum. In so doing, students utilize their cultural and linguistic heritage while learning new skills. Curricular emphasis on cultural diversity need not mean group isolation and separation, but rather should enhance students' awareness and ability to understand the interconnectedness of cultures and peoples. As stated in the introduction, cultural diversity is a fact in American classrooms. It is also a fact in American society, the sphere within which our students operate when they leave the classroom.