As the student population in the nation's schools becomes more linguistically and culturally diverse, it is essential to establish a knowledge base that promotes academic achievement and equity for all students. Based on the conception of equity from a cultural anthropology or cross-cultural perspective, the article addresses issues of equity in science learning and teaching for students from diverse languages and cultures. It provides a synthesis of major issues and research findings for effective classroom practices in the multicultural science education literature. Recommendations are also offered for a research agenda that contributes to achieving the goal of science for all, including students from diverse languages and cultures.
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