Monocultural teachers and ethnoculturally diverse students

Argues that a primarily monocultural, monolingual Canadian teaching force must be prepared to work with an increasingly ethnoculturally diverse student population. Addresses issues related to misusing the terms "multicultural,""cross-cultural," and "intercultural." Suggests the alternative term "ethnocultural," identifies three dimensions (cultural, pedagogical, and sociolinguistic) of ethnocultural knowledge integral to teacher preparation, and discusses implementation strategies. (40 references) (MLH)