itions can be used to teach complex mathematics concepts to inner-city students. Further, a study conducted by Fulton-Scott (1983) using three elementary programs for Hispanic children who were not English-proficient revealed that the math, reading, and language scores of students in bilingual and multiculturally-integrated English as a Second Language programs were significantly superior to scores of students enrolled in bilingual ESL without the multicultural integration.
What are the design components and elements of multicultural education? According to Ornstein and Hunkins (1993), those involved in planning and implementing multicultural education programs generally emphasize curriculum materials and instruction techniques that are multiracial, multiethnic, and nonsexist. Further, program components are structured to teach values that promote cultural diversity as well as individuality.
Moreover, such programs incorporate various cultural and ethnic activities. Further, the programs encourage multilingualism and multipl
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