Latin Americans are currently the fastest growing ethnic group in the United States. This means that Hispanic students are making up an ever larger proportion of the school population throughout the country. As a group, Hispanics are the most undereducated major segment of the U.S. population (Lara-Alecio, Irby, & Ebener, 1997, p. 27). This country does not need to develop a secondary class of Hispanic people who are illiterate, unable to speak English, and unable to function as full members of society. The values and mores held by Hispanics differ from the values and mores of the predominant Anglo culture. This difference can be a valuable addition to society and the teacher's classroom. It is becoming more important for teachers to understand and respect the Hispanic culture which these students are exposed to at home.
In 1994, the more than 26 million Hispanics represented 10 percent of the population (U.S. Department of Commerce, Bureau of the Census 1995, 19). The population of Hispanics is expected to increase by 28 percent by the year 2000 (Barry, 1998. p. 630). In 1997, 20 percent of all students were classified as limited English proficient (LEP) or came from households where a language other than English was spoken as a first language (Lara-Alecio, Irby, and Ebener, 1997, 27). Nationally more than 40 percent of all LEP students are immigrants. In Hispanic immigrant households, Spanish is almost always the primary language and Hispanic culture predominates. National demographic data place 40 percent of Hispanic children at the poverty level (Lara-Alecio, Irby, & Ebener, 1997, p.27).
Hispanic students are at a disadvantage in the school system for many reasons. The lack of proficiency with the English language makes simple communications difficult with English speaking peers and with teachers who speak only English and may have limited experience with non- or limited English speaking students. The student...