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The article examines one university’s teacher-preparation program aimed at helping preservice teachers develop cultural competence and culturally relevant practice. Built from a larger study, the project immerses participants in opportunities to experience cultural and linguistic diversity.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/they-really-dont-speak-english-helping-preservice-teachers-experience-cultural-and-linguistic-diversity/590519/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/they-really-dont-speak-english-helping-preservice-teachers-experience-cultural-and-linguistic-diversity/590519.png","ImageObject",300,407,{"name":92,"@type":93},"Stanley","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the article focus on in urban schools?","Question",{"text":112,"@type":113},"It addresses the shortage of qualified teachers prepared to meet diverse learner needs, and the mismatch between many teachers’ backgrounds and their students’ experiences.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is the goal of the teacher preparation program discussed?",{"text":117,"@type":113},"The program aims to help preservice teachers become culturally competent and develop culturally relevant practice through experiences with cultural and linguistic diversity.",{"name":119,"@type":110,"acceptedAnswer":120},"How was the study structured and when was it conducted?",{"text":121,"@type":113},"The study investigated a specific university program and was conducted in the summers of 2013 and 2014.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590519,1792188478,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336477405376,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","They Really Don’t Speak ENGLISH: Helping Preservice Teachers Experience Cultural and Linguistic Diversity  \nJill Scott, Ph .D .  \nAbilene Christian University  \nBruce Scott, Ed .D .  \nAbilene Christian University  \nAbstract  \nThe needs of urban schools are the focus of educators. Of primary concern is the lack of qualified teachers who are prepared to meet the needs of learners in U. S. classrooms. One factor of policymakers’ concern is the mismatch between the experiencesand backgrounds of many teachers versus those of students they will teach. Preservice teachers continue to mirror this mismatch. Preparing preservice teachers to enter the profession as culturally relevant teachers is a goal of teacher preparation programs. This article looks at one university’s program to help preservice teachers develop cultural competence. The study was designed to investigate the university’s efforts to provide preservice teachers with opportunities to experience cultural and linguistic diversity. This article, developed from a larger study, focuses on developing culturally relevant practice among preservice teachers.  \nKeywords: preservice teachers; multicultural education, multicultural literature, culturally relevant texts, culturally relevant pedagogy, English Language Learners  \nAILACTE Journal 17  \nScott and Scott  \nPublic schools in the United States are becoming more and more diverse. In 2007–2008, English Language Learners made up 9% of the student population. In 2011 the percentage rose to over 15%(Feistritzer, 2011) . The National Journal reports that “when schools reopen in August and September,(2014) Black, Latino, Asian, and Native American students will together make up a narrow majority of the nation’s public school students”(Ross & Bell, 2014) . These statistics emphasize the need for teacher education programs to provide opportunities for preservice teachers to have experiences with culturally and linguistically diverse (CLD) students. Furthermore, this need is compounded by the fact that the National Center for Education Information reports that 87% of our public teachers are White females (Feistritzer, 2011; Nieto, 2002) . Preservice teachers mirror these statistics. Sleeter (2001) notes that most White preservice teachers “bring little awareness or understanding of discrimination, especially racism”(p. 95) further underscoring the need for developing opportunities for preservice teachers to cultivate cultural awareness and competence. Furthermore, Ladson-Billings (2006) argues the importance of cultural competence as a tenant of culturally relevant pedagogy.  \nUsing this conceptual framework, the study presented in this article looked at ways that preservice teachers were immersed in diverse experiences and their reflections. The basis of this study was not to “teach” being culturally relevant, but to provide a catalyst for the preservice teachers to make cultural competency part of their being. This idea of not “teaching” cultural competency is expressed by Ladson-Billings in her discussion of one teacher’s probing statement. She recalls a teacher commenting,“Everybody keeps telling us about multicultural education, but nobody is telling us how to do it!”(2006, p. 30) . Ladson-Billings’response was,“Even if we could tell you how to do it, I would not want us to tell you how to do it”(2006, p. 39). Thus, the premise of the intervention utilized in this project was not to tell the preservice teachershow to “do cultural competence,” but to provide opportunities for this to happen. Gay (2000) supports this stance, noting that teachers must develop a knowledge base about cultural diversity in order to  \n18 AILACTE Volume XII Fall 2015  \nThey Really Don’t Speak English  \nbecome culturally responsive teachers. Further strengthening this overarching concept, Ladson-Billings argues that having cultural competence is much like practicing democracy—you do it. It has become part of your decision-making process, the way you live ","cbCaib5jP8wdafw0","https://ap.wps.com/l/cbCaib5jP8wdafw0","pdf",335818,18,"English","# Abstract\n# The Study","[{\"question\":\"What problem does the article focus on in urban schools?\",\"answer\":\"It addresses the shortage of qualified teachers prepared to meet diverse learner needs, and the mismatch between many teachers’ backgrounds and their students’ experiences.\"},{\"question\":\"What is the goal of the teacher preparation program discussed?\",\"answer\":\"The program aims to help preservice teachers become culturally competent and develop culturally relevant practice through experiences with cultural and linguistic diversity.\"},{\"question\":\"How was the study structured and when was it conducted?\",\"answer\":\"The study investigated a specific university program and was conducted in the summers of 2013 and 2014.\"}]","They Really Don’t Speak ENGLISH - Helping Preservice Teachers Experience Cultural and Linguistic Diversity | PDF",1792069816,45]