TEACHERS' VIEWS ON LINGUISTIC AND CULTURAL DIVERSITY OF PRESCHOOL AND PRIMARY SCHOOL CHILDREN

Abstract

This article examines teachers' views on linguistic and cultural diversity of children in preschool and primary school. Teachers' views reveal that their knowledge is limited and they are asked to teach students based on their personal beliefs and efforts. The teachers' lack of knowledge about linguistic and cultural diversity affects both the direct contact they have with the children and the cooperative relationships with their parents. This implies communication problems between them which in turn affect the education of children who have linguistic and cultural diversity. The need for teacher training is therefore highlighted in order to be able to effectively utilize the cultural and linguistic capital of children and their families at all levels.