ABSTRACT
Approximately a decade ago, in the precursor to this volume, a review of educational issues with linguistically and culturally diverse children (Garcia, 1993) began with the significant demographic changes that were taking place at the time. A decade later, it seems just as critical to consider continued demographic change as a foundation for the chapter, as these changes have not only continued but increased. Further more, these changes have served to both test the limits of traditional educational and psychological theories and to have caused reconsideration of accepted traditional educational practice. In the short span of a decade, early childhood education also has become more salient in policy terms, and a strong academic focus with concomitant accountability concerns have changed the nature of service delivery for early childhood education.
