Literacy, Language, and Acculturation of Diverse Students

Abstract Culturally and linguistically diverse (CLD) students often enter a new classroom bringing their own educational and family history, language background, and life experiences. The purpose of this chapter is to discuss best practices in conducting ecological assessment of academic learning and language of CLD students. In particular, the chapter discusses how enculturation, assimilation, and acculturation contribute to student’s learning and language development. These processes can also affect how students approach classwork and assessment tasks. Achievement and opportunity gaps are often the outcomes when curricula, instruction, and assessment do not capture the cultural strengths of students. Recommendations are provided for educators and practitioners to assess and address literacy and language skills of CLD students better, including English language learners.