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CULTURE, LANGUAGE, AND DEVELOPMENT Differences in the ways groups think and act are more than a matter of using different words or performing different actions for the same purposes. Differences in cultures are more substantial than whether members of a community eat white bread, corn pone, or tortillas. The behavior of people varies, and the beliefs, values, and assumptions that underlie behavior differ as well. Culture influences both behavior and the psychological processes on which it rests. Culture forms a prism through which members of a group see the world and create shared meanings. And a group's culture is reflected by the group's language. Child development follows a pattern similar to that of culture. Major structural changes in children, such as language learning, arise from the interaction of biology and experience. Such changes are remarkably similar in kind and sequence among cultural groups. But the knowledge and skills--the cultural learning--the child acquires at various ages depend on the child's family and community. Learning a primary language is a developmental milestone. However, which language a child learns and the uses to which that language is put are determined by the culture. As the ideas from a child's social world are brought to bear through the guidance of the older members of the community, children come to share meanings with their elders. Classroom discourse presents children with the challenge of learning new rules for communication. The use of formal language, teacher control of verbal exchanges, question-and-answer formats, and references to increasingly abstract ideas characterize the classroom environment. To the extent that these new rules overlap with those that children have already learned, classroom communication is made easier. But children whose past experience with language is not congruent with the new rules will have to learn ways to make meaning before they can use language to learn in the classroom. When teachers and students come from different cultures or use different languages or dialects, teachers may be unaware of variations between their understanding of a context and their students'; between their expectations for behavior and the children's inclinations. When children and adults do not share common experiences and beliefs, adults are less able to help children encode their thoughts in language. TEACHING CHILDREN FROM DIFFERENT CULTURES Teachers facing the challenge of teaching children from different cultural communities are hard-pressed to decide what constitutes an appropriate curriculum. If children from some groups are hesitant to speak up in school, how can teachers organize expressive language experiences? If children from some groups are dependent on nonverbal cues for meaning, how can teachers stress word meaning? How can teachers test for mastery of the curriculum if children do not speak a standard language or use the same styles of communication? Cultural diversity makes it hard for teachers to assess each child's developmental status, find common educational experiences to promote growth, and measure the achievement of educational objectives. Given the complex interaction between culture and development, is it possible to design a developmentally appropriate curriculum? If that question implies that the same curriculum can be used for all children, the answer must be "no." However, the following developmental principles can provide a conceptual framework for teachers trying to bridge the gap between children's cultural backgrounds and school objectives.

COCHABAMBA, Bolivia - The people of this high Andean city were ecstatic when they won the "water war." After days of protests and martial law, Bechtel - the American multinational that had increased rates when it began running the waterworks - was forced out... its executives fled... protest leaders pledged to improve service... celebrated the ouster as a major victory.... Today, five years later, water is again as cheap as ever, and a group of community leaders runs the water utility, Semapa. But half of Cochabamba's 600,000 people remain without water, and those who do have service have it only intermittently - for some, as little as two hours a day, for the fortunate, no more than 14.

WHAT IS F.G.M.: Female genital mutilation of which there are varying degrees.  Inflicted on girls the horrifying procedure leaves lifelong physical, mental and emotional scars.  HOW IS IT PERFORMED: Held down by older women, their legs are forced open, the clitoris, libia minor and libia major are cut off then sewn together or held together with thorns.  A razor blade, penknife, piece of glass or sharp piece of tin are used for the procedure and no painkiller is used.  In some cases the child is made to sit in cold water before hand to slightly numb the area.    The little girl's legs are then bound for 40 days while a scar forms sealing her shut except for a small opening for urine and menstrual blood.  Many die from shock and blood loss but the death is attributed to bad spirits. The psychological terror associated with the procedure leaves many in post traumatic stress and shock.  Emotionally they may never recover.  Marital relations can include being cut open on the wedding night which assures the male of a virgin.  Childbirth is an absolute nightmare and also quite often results in death for both the child and the mother.  HOW MANY ARE AFFECTED: According to Amnesty International, six girls a minute are subject to various forms of fgm.