The problem of multilingual classes especially has risen in the last decade because of intensive emigrational rates. Thus kids whose home language is not English have started filling kindergarten classes. The very first question that has become actual is how to reform class curriculum and methodic of education in order to provide the ESL (English Second Language) students with the same social and academic level as English native speakers get. Although, elementary school teachers claim that before getting to academic English and more professional levels of education in multilingual classes they first face the problem of misunderstanding of regular English and disability of students to speak normally even basic everyday English (Spycher 2009). Thus the problem becomes even more complicated: how to translate and teach foreign ESL kids English language so that it would be possible to move on to more academic education? Also, studies on two Puerto Rican kindergarteners revealed that often the educational result that kids get at kindergarten gets erased when the kids get involved into their natural cultural environment at home (Volk 1997). Because it turns out that every day teachers should remind the kids what they have learned yesterday. The reason for this is that often parents either don’t want to maintain American education for some reasons or simply can’t help their children with learning, for instance, English language, because they are lack of knowledge. Moreover, there are situations when parents are against American education because they believe it ruins their kids’ national identity (Volk 1997 p.25).
Some teachers from Bright Futures prekindergarten in rural Peoria County, Illinois found out that the problem of understanding English is secondary because the main thing in multicultural and multilingual classes is to teach children how to be loyal to different cultures