Abstract
The structure of American public schools has altered within the past 30 years due to receiving extensive number of linguistically diverse students. The fact that culturally and linguistically diverse (CALD) students often experience academic failure within the U.S. public schools creates a subgroup of students who cannot achieve their educational goals. The purpose of this study is to explore ideal practices in order to enhance teachers' and policy makers' perceptions and awareness on the unique needs of CALD students. The findings of this study reveal the fact that ineffective methods for teaching CALD students and short-term goal-oriented educational policies fall short of meeting the academic needs of CALD students, and this research offers a conceptual framework that could contribute to CALD students' intellectual growth through effective and constructive language learning practices.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
