ABSTRACT
The increasing diversity of the nation’s student population has created a growing interest in issues of culture and language in education, and a compelling need for effective instruction for all students (Lee & Fradd, 1998). As four women (three native-born Anglo-Americans and one foreign-born Asian American) with combined expertise in cultural and linguistic anthropology, science education, literacy, and teacher education, we offer our insights on leading teachers toward a better understanding of students’ cultural and linguistic diversity. We have gained these insights from our participation in, and analysis of, the professionaldevelopment component of an elementary school science intervention. We believe that teachers who are able to view the world from students’ perspectives and learn about their cultures can empower those students in the educational process. Multidisciplinary research can provide crucial information and guidance in this endeavor. Nevertheless, researchers’ recommendations for improving instructional practice will not be achieved unless obstacles to their implementation are recognized and addressed. As Sykes (1999) argued, research-based “best practices” have an effect only to the extent that teachers adopt them. The challenge is greater with schoolwide intervention efforts involving teachers who may lack interest in-or even resist-participating, as opposed to those involving volunteer teachers actively seeking opportunities for professional growth (Elmore, 1996).
