This article addresses problems confronted by children from culturally and linguistically diverse backgrounds who have not experienced high levels of academic success. Their literacy needs are often not addressed as they are encouraged to assimilate into the mainstream. The author discusses in detail five essential knowledge bases for language arts and English teachers of culturally and linguistically diverse students--self-knowledge, cultural knowledge, linguistic knowledge, culturally informed teaching knowledge, and knowledge of materials and methods for multicultural literacy education--and emphasizes that culturally informed teaching knowledge is based on research and best practice.

Willis reviews research from the last two decades to explain literacy acquisition, growth, and development. The author also includes research that examines cultural interaction patterns, learning styles, and the emotional and psychological needs of children of color. Multicultural children's literature, she acknowledges, is both a powerful way for schools to honor students' culture and foster cross-cultural understanding, and an important means to bridge home and school cultures.

Additionally, Willis points out that teachers working with students in culturally and linguistically diverse classrooms will realize that there is not one best way to teach all students; instead, a variety of instructional strategies should be incorporated where students are addressed individually. Several lists at the end of this article define objectives for the ideal culturally and linguistically diverse classroom, and provide goals for administrators, teachers, and home support.

Willis' message is clear: that for instruction to be successful, educators must spend time developing their understanding of literacy instruction as well as their awareness of their students' cultures, backgrounds, and experiences. (author/ebm)