







































English Language Teaching Educational Journal   ISSN 2621-6485 

Vol. 5, No. 3, December 2022, pp. 225-239  

       https://doi.org/10.12928/eltej.v5i3.8011          http://journal2.uad.ac.id/index.php/eltej/index          eltej@pbi.uad.ac.id  

Public school teachers’ perceptions of students’ diversity, 

cultural, and linguistic needs in the United States 

Sedighe Zamani Roodsari 

Auburn University, Department of Education, Auburn 36830, U.S. 

szz0041@auburn.edu   

 

A R T I C L E  I N F O 

 

ABST RACT   

 

 

Article history 

Received 11 September 2022 

Revised 18 November 2022 

Accepted 29 November 2022 

 The need for culturally and linguistically sustaining teaching has become 
more apparent as school communities across the United States 
continually grow in cultural and linguistic diversity. This study 
investigated equity-based instruction for Culturally and Linguistically 
Diverse (CLD) students by examining public school teachers’ 
perceptions of preparation for diversity and inclusion of CLD students. A 
CLD research-based survey was designed and administered to 200 
elementary and secondary school teachers in ten public schools in the 
United States. The study examined teachers’ perceptions, attitudes, self-
awareness, and preparation toward CLD students’ cultural and linguistic 
needs. The analysis of the data uncovered evidence related to the themes 
of CLD instructional awareness and preparation in participants regarding 
their gender, race, age, ESL experience, highest degree, and years of 
teaching. The major findings of the study revealed the role of CLD-
related training and awareness on the effectiveness of teacher preparation 
and their perceptions of the diversity of the students. The study concluded 
by providing implications for teachers, schools, educators, and 
policymakers on providing an equity-based educational environment for 
all students including the CLD ones. 

 

This is an open access article under the CC–BY-SA license. 

    

 

 
Keywords 

Culturally and Linguistically Diverse 

Teachers’ Perceptions 

Teacher Awareness 

Teacher Preparation 

Teaching Resources 

 

 

How to Cite: Zamani Roodsari, S. (2022). Public school teachers’ perceptions of students’ diversity, cultural, 
and linguistic needs in the United States. English Language Teaching Educational Journal, 5 (3), 225-239. 

1. Introduction 

Teachers’ perceptions of teaching CLD students play a significant role in their curriculum and 
assessment design (Bryan & Atwater, 2002; Johnson & Atwater, 2014; Irvine, 2003). Unfortunately, 
many teachers are not aware of their misconceptions or negative attitudes toward the diversity of 
students. In many cases, teachers believe they have positive or neutral attitudes to the diversity of the 
students that are not reflected in their curriculum and assessment design (Mellom et al., 2018; Russell 
et al., 2014). Extensive discussions exist in the literature on diversity, multiculturalism, and 
globalization. Many countries have welcomed the demographic changes and their impact on education 
as widely reported in American schools (Batt, 2008; Bodur, 2012; Edwards, 2011; Flores & Smith, 
2008). Numerous demographic changes are reflected in schools as they are also changing rapidly 
including the population of English language learners (ELLs) (Hodgkinson, 2002). Indeed, America’s 
public schools are increasingly faced with the complex task of addressing the needs of CLD students 
(Samson & Collins, 2012), which makes the research in this area considerable.  

1.1. Linguistically and Culturally Sustaining Pedagogy 

Teachers’ awareness of CLD students’ cultural and linguistic needs is important as the number 
of students classified as English Language Learners (ELL) is still increasing in U.S. schools 
(Mellom et al., 2018). Linguistically and culturally sustaining pedagogy aims to maintain 

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226 English Language Teaching Educational Journal   ISSN 2621-6485 

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 Zamani Roodsari, S. (Public school teachers’ perceptions of students’ diversity.....) 

linguistic and cultural diversity as a valuable part of the equity-based schooling system (Paris, 
2012). Based on a linguistically and culturally sustaining pedagogy, the teachers should be well-
prepared for the linguistic and cultural diversity of the students. In the face of current policies and 
practices that have the explicit goal of creating a monocultural and monolingual society, research 
and practice need equally explicit resistances that embrace cultural pluralism and cultural 
equality.  

In 2002, Darling-Hammond surveyed 3000 new teachers and found out teachers generally 
considered their training for teaching ESL and CLD students inadequate (Darling-Hammond, 
2002). The findings in another study by Walker and colleagues showed the possibility of 
increasing negative attitudes due to the increase in a diverse population, lack of cultural 
awareness, and professional expertise for mainstream teachers to teach culturally and 
linguistically diverse students (Walker et al., 2004). Later in 2010, Durgunoglu and Hughes 
declared in their study that teachers’ preparation had a direct relationship with their attitude; 
teachers with a greater sense of awareness and preparation had more positive attitudes to having 
CLD students in classrooms and the ones with lower perceptions of their preparation held more 
negative beliefs. The teachers with more sense of preparedness for teaching ESL students made 
higher scores on a knowledge test about ESL pedagogy, and those who felt less prepared not only 
scored lower on the ESL knowledge test but also, during classroom observations, were neglecting 
their ESL students (Durgunoglu & Hughes, 2010).  

In 2016, in a study by Taylor, Kumi-Yeboah, and Ringlaben, pre-service teachers agreed on 
the need for training and practices to be more prepared to teach diverse students. The situation 
did not seem to have changed much in later years either (Taylor, Yeboah, & Ringlaben, 2016), as 
in 2018, Mellom and colleagues reported that in many parts of the United States, “ESL and diverse 
students are enrolled in schools that do not have teachers experienced in serving the students” 
(Mellom et al., 2018). Similarly, in 2020, Wright et al. reported on the high population of teachers 
who were ill-equipped or unprepared to address the rising population of CLD students. They 
extended the notion that CLD students are struggling through English Language Arts classes 
without proper support in scaffolding or differentiated instruction because teachers’ beliefs affect 
their classroom instruction, management, and culture (Kibler & Valdés, 2016; Wright et al., 
2020).  

The literature review reveals the fact that still after many years of discussions around diversity 
and the cultural and linguistic needs of diverse students, most teachers feel inadequately prepared 
to teach CLD students and lack the necessary awareness of their diverse needs. Many educators 
and teachers are not even aware of the differences and the jargon associated with teaching CLD 
and bilingual students, and research shows that teachers across U.S. public schools still have 
negative attitudes, perceptions, and theories about mainstream CLD students’ ability to learn the 
content (Cummins, 1997; Gándara et al., 2005; Garcia, 2015; Carley Rizzuto, 2017). 

1.2. Teachers’ Perceptions and Awareness of Their Attitudes 

Although schools are continually becoming culturally and linguistically diverse in the United 
States, the pre-service and in-service teachers still have different opinions and perceptions about 
the required awareness and training to teach CLD students. To build cultural, linguistic, and social 
diversity in their classrooms, teachers should recognize their own beliefs, perceptions, 
assumptions, and experiences about teaching and learning to promote healthy discourse and 
culturally sustaining teaching (Cochran-Smith, 1995; Kozleski & Proffitt, 2020; Lambeth & 
Smith, 2016; Sallı & Osam, 2017; Tonbuloglu et al., 2016). Teachers’ awareness of multicultural 
education and diversity in school settings. Eurasian Journal of Educational Research, 64, 1-28). 
In a study conducted by Walker, Shafer, and Liams (2004) at the University of North Dakota, the 
relationship between teachers’ attitudes about language minority students and student outcomes 
was investigated and revealed a crucial role of the attitudes in teachers’ instructions and practices. 
The research reveals some negative attitudes toward the increase in the ESL population, the lack 
of professional expertise for mainstream teachers to teach ESLs, and teachers’ accountability 
criteria (Shah & Coles, 2020; Scott, 2019; Mellom et al., 2018; Walker, Shafer, & Liams, 2004).  



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1.3. Teachers’ Awareness of the Need for CLD-related Courses and Training  

In 2004, Walker and her colleagues conducted research on the need for professional 
development in which 87% of the teachers stated that they had never received any ESL- related 
professional development and 20% of the participants directly objected to making modifications 
for CLD students in the classroom instruction. In another study by Reeves (2006), although 90.3% 
of teachers had not received training to work with ESL students, they were still not sure or 
disagreed to participate in professional development or any ESL- related courses. 

According to Hansen-Thomas and his colleagues, only twenty of the U.S. states require some 
ESL-related training for teachers without even a clear definition for training (Hansen-Thomas et 
al., 2014). Most teachers do not feel that professional development will provide them with any 
educational reform and see it as the responsibility of ESL teachers to work with bilingual students 
(König et al., 2017; Reeves, 2006; Siwatu et al., 2016). The findings of a survey conducted by 
Batt (2008) revealed the mainstream teachers’ awareness of their lack of training and knowledge 
to understand CLD needs in instruction and assessment. In another study conducted by Hansen-
Thomas et al., (2014), only 3.4% of their participants were holding a degree or certificate in 
bilingual education, while 25% of the teachers indicated their lack of knowledge in literacy 
strategies for ESLs, and 28% of teachers introduced themselves not being competent to teach 
CLD students. In recent studies, in-service and prospective teachers found CLD practices 
significant for their teaching preparation and cultural awareness and professed a crucial need of 
training to increase teachers’ awareness and preparation to work effectively in culturally and 
linguistically sustaining education context (Miller & Mikulec, 2014; Moore et al., 2021; 
Özüdoğru, 2018; Thomassen & Munthe, 2021; Yıldırım, 2019; Yuan, 2018; Zorba, 2020). 

1.4. Teachers’ Awareness of the CLD Students’ Resource Needs 

Although student diversity is increasing, the Eurocentric curriculum and pedagogy are still the 
dominant curriculum design in the education system. In Eurocentric curriculum and pedagogy, 
the students should accept the dominant ideologies, political patterns, economic norms, and social 
structures that may lead to the gradual loss of the values of their home country and identity. They 
learn and practice the values and norms of the target language in a community that seldom would 
consider providing any resources in their native language and culture. The backlash pedagogies 
do not accept or welcome diversity and differences as a resource for learning but regard them as 
a problem in the education system that should be eliminated or remediated (Gutierrez et al., 2002). 
Bilingual students need access to rich opportunities and resources to learn in meaningful ways 
and think critically to succeed academically (Foulger & Jimenez-Silva, 2007; Lachance et al., 
2018). CLD Students should not lose their identity but gain knowledge from their cultural values 
to keep them as a part of their identity (Nieto, 1999). Teachers and policymakers should avoid 
the assumption that whatever works for one segment of student populations will necessarily 
support another (Coady et al., 2003) 

1.5. Teachers’ Awareness of the Importance of Home Language and Parental Involvement 

Families can provide a rich resource of cultural and personal experiences to the educational 
system that should be noticed and valued (Protacio & Edwards, 2015). According to the United 
States Department of Education, districts and schools should value all CLD parents and families 
as partners in education and involve them effectively in the education of their children (USDE, 
2014).  

Unfortunately, in many educational programs, the importance of parental involvement in 
CLD’s academic, cultural, and social success is neglected. In 2020, Herrera and her colleagues 
presented a recent review of over 100 mission statements of school districts across multiple states, 
where “only nearly 20% of the statements were found to incorporate the word family” (Herrera 
& Porter, 2020). One of the important elements is the lack of communication and partnership 
between teachers and parents and the teachers’ lack of awareness of the ways they can support 
newcomers to the U.S. community (Good et al., 2010). Turner (2007) reported two specific blind 
spots that may limit teacher effectiveness with CLD students: classroom management 
assumptions and beliefs about CLD parental involvement. Results of their study indicated that 
emergent teachers believed that classroom management difficulties would be eradicated if 



228 English Language Teaching Educational Journal   ISSN 2621-6485 

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 Zamani Roodsari, S. (Public school teachers’ perceptions of students’ diversity.....) 

culturally responsive pedagogical practices were in place, and 85% of respondents perceived CLD 
parents to be “unsupportive and lacking strong educational values” (p. 82).  

Teachers’ awareness of the importance of the native language and parental involvement will 
provide a safer community for the students. Teachers’ transition of information to school staff 
about their students will assist schools to demonstrate a safe and caring culture to all members of 
this educational community (Good et al., 2010; Zimmerman-Orozco, 2011). Teachers usually 
make pre-judgment or have misconceptions about CLD parents and recognize them as non-
proficient in English, uneducated, or unknowledgeable about education. When teachers 
misinterpret the needs of culturally and linguistically diverse students and see them as incapable 
of learning or think students’ parents do not care about their children, teacher education will 
encounter holes that will take years to fill (Milner, 2011). Research shows that improving 
connections between students’ homes and schools can create a positive learning community that 
certainly impacts learning outcomes in the school environment (Nieto, 1999). CLD families 
immigrate to the U.S. to provide better opportunities for their children, and this is a sign of 
parents’ awareness as mentioned in Zimmerman-Orozco’s (2011) research about Hispanic 
families. 

2. Method 

The study aimed to explore teachers’ perceptions of their preparation to teach culturally and 
linguistically diverse students by analyzing the research questions focusing on the relationship 
between teachers’ demographics and their perceptions of ESL students’ diverse, cultural, and 

linguistic needs. Research centered on examining public school teachers at both elementary 
and secondary levels to investigate teachers’ perceptions, beliefs, and attitudes toward the 
inclusion of CLDs in the mainstream classroom through a quantitative study. The research 
focused on mainstream teachers because most of the former studies focused on ESL teachers, ESL 

students, or ESL programs (Guerrero, 2004; Umansky and Reardon, 2014). In a few studies, the 
lack of ELL resources and school-supported programs were examined, though they described 
the impact of teacher beliefs and perceptions about the inclusion of ELLs in the mainstream 
classroom, not CLD students (Leavitt & Ahn, 2013; Mohr & Mohr, 2007). The field of study 
needs more research to explore the perceptions and attitudes of the teachers toward the 
inclusion of CLDs in the mainstream classroom (Reeves, 2006), so the study focused on 
mainstream teachers and their perceptions of the inclusion of these invisible groups in 
schools. 

2.1. Context and Participants 

The study examined public school teachers’ perceptions of the inclusion of CLDs in the 
mainstream classroom through a quantitative study. The data collected by the surveys examined 
teachers’ perceptions of the diverse, cultural, and linguistic needs of CLD students. A consent form 
was prepared and approved by Institutional Review Board (IRB) and the school district stating that 
participation was voluntary, and teachers could decide not to participate or leave the study at any time. 
The IRB and the school district approvals were emailed to each school principal with the invitation 
letter including a link to the survey. Each participant received an email from the school principal with 
the link to the survey and consent information at the beginning of the survey. The quantitative 
approach of the study lead to collecting, analyzing, interpreting, and recording the outcomes of the 
data (Creswell, 2003). The study applied descriptive statistics to analyze public school teachers’ 
perceptions of the diversity of the students and their cultural and linguistic needs. 

Participants in this study were 200 public school teachers of all content areas in elementary and 
secondary schools in the United States. As a top-rated public school district, it included 8,738 students 
in grades K-12 with a student-teacher ratio of 18 to 1. The school district was ranked within the top 
10% of all 138 school districts in the state based on the recent data for the 2019-2020 school year 
(USDE, 2020). The study targeted 499 participants in 13 schools with a total number of 8,738 students. 
All content area teachers were invited to participate in this study with the assumption of having CLD 
students randomly in their classes during their years of teaching. The school district teachers were 
69% White, 17% Black or African American, 9% Hispanic or Latino, and 4% Asian. There were 42 



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 Zamani Roodsari, S. (Public school teachers’ perceptions of students’ diversity.....) 

languages spoken by the students. The most common languages were Hispanic or Latino (50%), Asian 
or Native Hawaiian (21%), and a diverse population of other languages (7%). More than 27% of the 
district’s students qualified for free or reduced lunch (NCES, 2020). 

2.2. Data Collection Instrument 

 The survey of the study investigated teachers’ perceptions of CLD students’ cultural and linguistic 
needs. The survey consisted of five dimensions with 20 Likert-style questions, six demographic 
questions, and a section for comments. The survey dimensions were: (a) Diversity [4 questions], (b) 
Cultural Needs [4 questions], (c) Linguistic Needs [6 questions], (d) Teachers’ Awareness [2 
questions], and (e) Teachers’ Preparation [4 questions]. The survey was conducted using Qualtrics 
software and the teachers could have access via the anonymous link, or QR Code from any device. 
The survey questions exploring teachers’ perceptions of diversity (questions 7, 8, 15, 23) were inspired 
by Gay (2002), Pereira and Oliveira (2015), and Gollnick and Chinn (2017) and their theoretical 
framework. The survey questions investigating teachers’ perceptions of students’ cultural needs (10, 
14, 17, 26) were inspired by Curtin (2005), Turner (2007), Flores and Smith (2008), Reyhner and 
Cockrum (2016), and their theories on cultural values. The survey questions exploring teachers’ 
awareness of the linguistic needs of CLD students (11, 12, 13, 16, 24, 25) had evolved from Garcia 
and Cuellar (2006), Lucas and Villegas (2008), and O’Neal et al. (2008). The questions surveying 
teachers’ awareness of CLD students’ diverse needs (21, 22) were inspired by Darling-Hammond et 
al., (2002), Lambson (2010), and Wilder (2019). The survey questions studying teachers’ preparation 
to teach CLD students (9, 18, 19, 20) were inspired by Boyd et al. (2009), Dunst et al. (2013), and 
Sleeter et al. (2011). The instrument was constructed on a Likert scale with 20 statements and five 
possible answers (Strongly Agree, Agree, Undecided, Disagree, and Strongly Disagree). The survey 
was validated by a pilot study on a group of prospective teachers to ensure construct and content 
validity. All questions were analyzed carefully to align with the five dimensions of the study, and the 
researcher checked the clarity of the questions by peer debriefing. 

Table 1.  Dimensions of Survey Questions 

Dimension Questions Research 

Diversity 7, 8, 15, 23 Gay (2002), Pereira & Oliveira (2015), Gollnick & Chinn (2017). 

Cultural needs 10, 14, 17, 26 
Curtin (2005), Turner (2007), Flores & Smith (2008), Reyhner & 

Cockrum (2016). 

Linguistic needs 
11, 12, 13, 16, 24, 

25 

Garcia & Cuellar (2006), Lucas & Villegas (2008), O’Neal et al. 

(2008). 

Awareness of diverse needs 21, 22 
Darling-Hammond et al., (2002), Lambson (2010), Wilder 

(2019). 

Teachers’ CLD preparation 9, 18, 19, 20 Boyd et al. (2009), Dunst et al. (2013), Sleeter et al. (2011). 

 

2.3. Data Analysis 

Research questions were analyzed using Mann-Whitney U and Kruskal-Wallis H for each 
domain of gender, race, ESL experience, age, highest degree, and teaching experience. The data 
were analyzed in descriptive statistical methods with an Alpha level of .05. Descriptive statistics 
were applied to better examine the basic features of the data in the study with the participants 
(Fraenkel, Wallen, and Hyun, 1993; Peatman, 1947). The frequency of distributions, awareness, 
and preparation was also analyzed in descriptive statistics reflecting the target domains of the 
study. 

3. Findings 

As presented in Tables 2, 3, and 4, the mean rank scores showed that female teachers had slightly 
more positive attitudes than male teachers (MR =107.19 versus MR = 84.51) indicating the 
relationship between the teachers’ demographics and their perceptions of the diversity of the students. 
To analyze the relationship between teachers’ age and their perceptions of the diversity of the students, 
the researcher divided them into three groups (Group 1: 22-34, Group 2: 35-47, and Group 3: above 
47); There was no statistically significant difference of the teachers' perceptions towards diversity of 
the students regarding the teachers' age (MR = 0.672; p > 0.05), race (MR = 1473; p = 0.267; p > 0.05), 
and highest degree (MR = 0.516; p > 0.05).  



230 English Language Teaching Educational Journal   ISSN 2621-6485 

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 Zamani Roodsari, S. (Public school teachers’ perceptions of students’ diversity.....) 

To analyze the relationship between the years of teaching and teachers’ perceptions of the diversity 
of the students, the researcher divided them into three groups based on the years of teaching (Group 1 
< 10, Group 2: 10 – 20, Group 3 > 20). There was no significant difference between the years of 
teaching and teachers’ perceptions of the diversity of the students (MR = 0.323; p > 0.05).  

To analyze the relationship between the teachers’ ESL background and their perceptions of the 
diversity of the students, the participants were divided into two groups: the teachers with ESL 
background and the teachers without ESL background. The ESL background was defined as their past 
experiences with any ESL workshops, ESL certificates, ESL conferences, or any ESL- related 
programs. The mean rank scores indicated that the teachers with ESL backgrounds had slightly more 
positive perceptions of the diversity of the students than the other group (MR = 106.22 versus MR = 
82.99).  

The data analysis of the relationship between teachers’ demographics and their perceptions of the 
diversity of the students presented that the female teachers and the teachers with some ESL 
background had a more positive perception of student diversity. The findings on the relationship 
between teachers’ demographics and their perceptions of the diversity of the students confirmed the 
previous research on the critical role of ESL training and professional development (Batt, 2008; 
Flores, 1996; Wright et al., 2020), and revealed that more teachers participate or are interested in 
CLD-related activities than the past (69 %). 

Table 2.  Teachers' Demographics and Their Perceptions of Students' Diversity 

Variable N MR Test Statistic (MW) Sig 

Gender 

 

Male 

Female 

59 

141 

84.51 

107.19 
5103 0.01* 

Race 

 

White 

African 

American 

180 

20 

98.48 

84.18 
1473 0.267 

ESL Experience 
ESL background 

No ESL Background 

151 

49 

106.22 

82.89 
4562 

0.012* 

 

Age 
22-34 

35-47 

Above 47 

68 

79 

53 

102.03 

103.13 

94.61 

0.795 0.672 

Highest Degree 
Bachelor 

Master 

Ph.D. 

53 

137 

10 

98.15 

102.79 

82.55 

1.324 0.516 

Years of 

Teaching 

< 10 yrs. 

10-20 yrs. 

> 20 yrs. 

76 

69 

55 

92.89 

104.22 

106.34 

2.260 0.323 

Note: N = 200 

* p < .05 

As presented in Table 2, female teachers and teachers with ESL background had slightly more 
positive attitudes towards the diversity of the students than the other groups (107.19 versus 84.51), 
(106.22 versus 82.89); however, there was no statistically significant difference of the teachers' 
perceptions towards diversity of the students regarding the teachers' race, age, the highest degree, and 
years of teaching. 

  



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 Zamani Roodsari, S. (Public school teachers’ perceptions of students’ diversity.....) 

Table 3.  Teachers' Demographics and Their Perceptions of Students' Cultural Needs 

Variable N MR Test Statistic (MW) Sig 

Gender 
Male 

Female 

59 

141 

95.82 

102.46 
4435 .454 

Race 
White 

African-American 

180 

20 

98.70 

82.32 
1436 .209 

ESL Experience 
ESL background 

No ESL background 

151 

49 

103.09 

92.51 
4091 .260 

Age 
22-34 

35-47 

Above 47 

68 

79 

53 

102.03 

107 

88.05 

3.426 .180 

Highest Degree 
Bachelor 

Master 

Ph.D. 

53 

137 

10 

91.71 

104.79 

91 

2.337 .311 

Years of Teaching 
< 10 yrs. 

10-20 yrs. 

> 20 yrs. 

76 

69 

55 

99.92 

96.75 

106 

.814 .666 

Note: N = 200 

* p < .05 

As presented in Table 3, there was no statistically significant difference in the teachers' perceptions 
towards the cultural needs of the students regarding the teachers' gender, race, ESL background, age, 
highest degree, and years of teaching. 

Table 4.  Teachers' Demographics and Their Perceptions of Students' Linguistic Needs 

Variable N MR 
Test Statistic 

(MW) 
Sig 

Gender 
Male 

Female 

59 

141 

84.94 

107.1 
5077 .014 * 

Race 
White 

African-American 

180 

20 

99.76 

73.10 
1462 .042* 

ESL Experience 
ESL background 

No ESL background 
151 49 

106.74                   

81.29 
4641 .007* 

Age 
22-34 

35-47 

Above 47 

68 

79 

53 

100.54 

110.94 

84.89 

6.482 .039* 

Highest Degree 
Bachelor 

Master 

Ph.D. 

53 

137 

10 

89.38 

104.93 

101.85 

2.337 .240 

Years of Teaching 
< 10 yrs. 

10-20 yrs. 

> 20 yrs. 

76 

69 

55 

100.38 

100.92 

100.15 

.006 .997 

Note: N = 200 

* p < .05 

As presented in Table 4, female teachers, teachers of White ethnicity, the teachers with ESL 
background, and teachers of the second age group (Group 2: 35-47) had slightly more positive 
attitudes toward the linguistic needs of the students than the other groups; however, there was no 
statistically significant difference of the teachers' perceptions towards linguistic needs of the students 
regarding the teachers' highest degree, and years of teaching. 

 

  



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 Zamani Roodsari, S. (Public school teachers’ perceptions of students’ diversity.....) 

Table 5.  Teacher Awareness of Cultural, Linguistic, and Diverse Needs of Students 

                N Minimum Maximum Mean        Std. Deviation 

Awareness Mean 200 1 5 4.13 .777 

Awareness Frequencies 
Responses 

Percent of Cases 
n Percent 

 1 5 1.3 2.5 

 2 21 5.3 10.5 

 3 30 7.5 15.0 

 4 204 51.0 102.0 

 5 140 35.0 70.0 

Total 400 100 200.0 

 

As presented in Table 5 through a descriptive analysis, 70 % of the teachers (n = 140) demonstrated 
awareness of the cultural, linguistic, and diverse needs of CLD students. By answering survey 
questions of teacher awareness (questions 21 & 22), they declared they are aware of the CLD students’ 
needs and they ask assistance from ESL teachers and experienced colleagues regarding the diverse 
needs of the CLD students. 

Table 6.  Teacher Preparation for Cultural, Linguistic, and Diverse Needs of Students 

                N Minimum Maximum Mean        Std. Deviation 

Preparation Mean 200 2.00 10.00 7.625 1.47658 

Preparation Frequencies 
Responses 

Percent of Cases 
n Percent 

 1 15 1.9 7.5 

 2 77 9.6 38.5 

 3 143 17.9 71.5 

 4 373 46.6 186.5 

 5 192 24.0 96.0 

Total 800 100 400.0 

 
As presented in Table 6 through a descriptive analysis, more than 90 % of the teachers (n = 192) 

demonstrated awareness of the preparation for cultural, linguistic, and diverse needs of CLD students. 
By answering survey questions of teacher preparation (questions 9, 18, 19, and 20), they declared they 
are aware of the need for preparation, and they showed interest in participating in ESL training and 
practices regarding the diverse needs of the CLD students. 

4. Discussion 

Teachers’ perceptions and attitudes to teach CLD students play a significant role in their 
curriculum and assessment design. In a culturally and linguistically sustaining education system, 
teachers’ attitudes, awareness, and perceptions of the student’s cultural and linguistic needs are 
essential (Gay, 2002). By the survey questions of the study, teachers could revisit their perceptions of 
the diversity of the students and include CLD students in their curriculum design and instructions.  

While the literature review of the study echoed some negative attitudes and perceptions of 
inclusion and diversity (Cummins, 1997; Gándara et al., 2005; Garcia & Weiss, 2015; Carley Rizzuto, 
2017), the current study designated a growing interest in teachers’ stance for pre-service and in-service 
preparations for CLD students. As summarized in tables 5 and 6 regarding teachers’ awareness and 
preparation for the diverse needs of CLD students, the current study highlighted the role of ESL 
programs and professional developments in teacher education as was established by the previous 
researchers (Wright et al., 2020). The current study endorsed the former research on the role of 
teachers in validating cultural values and providing resources for their diverse groups in keeping their 
backgrounds, culture, and identities alive (Gay, 2002; Ladson-Billings, 2009). The current findings 
also ratified the previous studies on the role of teachers’ awareness of parents’ linguistic needs and 
parental involvement in assisting teachers and students (Cooley, 2014; Garcia & Cuellar, 2006; Lucas 
& Villegas, 2008; O’Neal et al., 2008).  



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Vol. 5, No. 3, December 2022, pp. 225-239 

 Zamani Roodsari, S. (Public school teachers’ perceptions of students’ diversity.....) 

The findings did not demonstrate age as a key element in teachers’ perceptions of the diversity of 
the students which was heightened in previous research as well (Sharma et al., 2007). The results 
indicated that teachers with ESL backgrounds were more inclined to be positive towards inclusion 
than participants without any ESL backgrounds. The positive perceptions of the teachers with ESL 
background in the findings and teachers’ awareness and willingness for ESL preparation confirmed 
the need for effective professional development as was expressed by many researchers in the review 

of the literature (Flores, 1996; Mellom et al., 2018; Paine et al., 2016; Reeves, 2006; Walker et al., 
2004; Wright et al., 2020) 

5. Conclusion 

Every year educators meet and teach students with diverse backgrounds and cultures. The 
increasing change in demographics demands a system in which all teachers are prepared to teach 
culturally and linguistically diverse (CLD) students. Teachers should be aware of the cultural and 
linguistic needs of their diverse students. With the increase of CLD students in public schools, teachers 
must be prepared to provide multiple learning modes and quality instruction to support academic 
success for all students including diverse groups. Teachers’ awareness of their sociolinguistic 
consciousness, acceptance, and appreciation for linguistic and cultural diversity is critical (Pereira & 
Oliveira, 2015). Teachers are the primary advocates for CLD students through culturally and 
linguistically sustaining teaching.  

The results of the study indicated that the participants demonstrated some awareness of the cultural 
and linguistic needs of the diverse students by declaring their respect and interest in the diversity of 
the students through survey questions. The participants stated they enjoy teaching CLD students, 
prepare to understand diverse cultures, value parental involvement, and try to communicate with CLD 
students’ parents in a variety of strategies. They also showed interest in taking more actions toward 
the preparation of the cultural and linguistic needs of their diverse students through dynamic ESL 
professional developments and productive workshops. The teachers stated they value cultural and 
linguistic differences and apply different strategies for teaching diverse students as well as asking ESL 
teachers’ assistance but also needed more opportunities to be well-prepared for a culturally and 
linguistically sustaining pedagogy. The effect of ESL training on the positive perceptions of diversity 
reveals the advantage of ESL courses, programs, and workshops. As the world is changing into a 
virtual system and technology integration is being intertwined into education, future research can 
focus on more virtual modes of training for prospective and in-service teachers. More CLD courses 
can be included in teaching programs to increase the level of global competence of the teacher 
candidates. Mainstream teachers and ESL instructors can cooperate on various platforms to create a 
more efficient curriculum and assessment for the education systems. 

 The number of CLD students in public schools will continue to increase throughout the United 
States. Policymakers, professional development designers, and teacher educators can integrate 
innovation and technology to ensure that prospective teachers are provided with culturally and 
linguistically sustaining instruction for all content areas. Lack of effective training and the mismatch 
between professional development and need assessment will bring more challenges to teacher 
education, CLD students, public schools, and the entire society.  There should be an increase in 
collaboration and partnerships between policymakers, teacher educators, university administrators, 
mainstream teachers, ESL teachers, and parents.   

The course protocols provided for teacher candidates can be revisited for reflecting the CLD needs 
of the students. Prospective teachers should find opportunities to practice CLD instructional methods 
and access CLD resources. Teacher trainers and professional development designers should evaluate 
the need assessment in each step based on the scope of training and create multiple modes for different 
needs. Policymakers, teacher educators, professional development trainers, mainstream teachers, and 
ESL instructors should work as a team to preserve time and energy to create the most productive 
programs. 

  



234 English Language Teaching Educational Journal   ISSN 2621-6485 

 Vol. 5, No. 3, December 2022, pp. 225-239 

 Zamani Roodsari, S. (Public school teachers’ perceptions of students’ diversity.....) 

Acknowledgment 

I would like to express my special gratitude to Dr. Maria Witte for her support throughout all 
aspects of this study and to all teachers who voluntarily participated in the study. 

 

Declarations 

Author contribution : Sedighe Zamani Roodsari was responsible for the entire research 
project. She led the writing of the manuscript, data collection, data 
analysis, and the final revision. 

Funding statement : This research did not receive any funding. 

Conflict of interest : The author declares no conflict of interest. 

Ethics Declaration : I as author acknowledge that this work has been written based on 
ethical research that conforms with the regulations of my university 
and that I have obtained the permission from the relevant institute 
when collecting data. I support English Language Teaching 
Educational Journal (ELTEJ) in maintaining high standards of 
personal conduct, practicing honesty in all professional practices and 
endeavors. 

Additional information : No additional information is available for this paper. 

 

 

 

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