Cultural experience of Immigrant School Children INTRODUCTION Background of the Stud

For example, research has focused on the use of language in the home and whether it is bilingual or monolingual (Krashen, 1982; Glazer, 1985; Rivers, 1987; Tikunoff, 1987; Suspanchek, 1989; Cloud, 1990; Figueroa, 1990); on the need for a multicultural curriculum in working with non-dominant culture students (Grant, 1985; Westby & Rouse, 1985; Banks, 1988) and on the misdiagnosis of bicultural/bilingual students as learning disabled (Ambert & Drew, 1982; Cummins, 1983, 1984; Ogbu, 1985; Barona & Santos de Barona, 1987; Baca & Cervantes, 1989; Carasquillo, 1990).

However, immigration has serious consequences that are not just limited to language and/or related academic difficulties (Phinney, 1991). As stated by Espin (1987):

The unique stresses created by the process of immigration into another country and the need for grieving the loss of the home country and loved ones are important psychological processes confronted by all immigrants and refugees. (Espin, 1987, p.489)

. . .
quillo, 1990, p.10) Successful bilingual education and special education programs take differences in students' home culture and the culture of their schools into account in the design and implementation of ESL education and special education instruction, materials, curricula, and activities. Tikunoff (1987) states that one way in which successful bilingual education and special education programs take student culture into account is in instruction. Specifically, he states that bilingual education and special education teachers mediate ESL instruction by making use of their understanding of the student's home culture. Instructional mediation using student culture is said to occur in the following ways: (1) Bilingual Education and Special Education Teachers Respond to and Use Cultural Referents - The use of cultural referents can be both verbal and nonverbal. For example, in disciplining Hispanic students, teachers might refer to the student as "mijito", a term of endearment frequently used by Hispanics to convey a sense of fondness means "my son." In this way, the sting can be taken out of disciplinary action. (2) Bilingual Education and Special Education Teachers Organize Instruction Using Home Culture's Rules of Discou
. . .

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