Valuing Students’ Cultural Experiences and Linguistic Abilities In the Classroom

Abstract

The article explores why the cultural experiences and linguistic abilities of students are not recognized in the classrooms. It examines the banking method of education with regards to standard based education and high-stakes testing which are key components of current trends in American education. It discusses the role of teachers in meeting the needs of the Linguistically and Culturally Diverse (LCD) students emphasizing the deskilling and deprofessionalization of teachers.