"We urge writing teachers and writing program administrators to recognize and take responsibility for the regular presence of second-language writers in writing classes, to understand their characteristics, and to develop instructional and administrative practices that are sensitive to their linguistic and cultural needs." (CCCC 2009 Statement on Second-Language Writing & Writers)


"Given that no one can be in possession of all the cultural concepts, contemporary and historical, it is important that teacher education candidates know how to investigate and hypothesize about the dynamic dimensions of culture. They pursue new insights into culture and expand their repertoire of knowledge by analyzing new cultural information that allows learners to join communities in the target culture, including information contained in documents, interactions with native speakers, and social and institutionalframeworks."


"ESOL teacher candidates must become knowledgeable about and comfortable with the cultural communities in which their ESOL students live, and they must learn how to draw on the cultural and linguistic resources that ESOL students bring to school to support their language, literacy, and academicdevelopment in English. Since ESOL students' backgrounds are so diverse and often unfamiliar to educators who are not members of these cultural groups, ESOL teachers must actively seek to know and understand their students’ backgrounds in order to plan effectiveinstruction."
Standards for ESL/EFL Teachers of Adults (2008)

"Students should have access to social and recreational activities that provide a cultural context for their language acquisition and other studies, as appropriate."