Noting that elementary school teachers in a large school near a major U.S. city often had difficulty motivating non-native students and increasing their language arts abilities due to lack of information concerning the students' home environments and cultural values, this practicum examined the need to address differences in cultures and values between the elementary school faculty and that of the student and parent population. The introduction offers information about the school and the author's responsibilities as a reading specialist at the school. Chapter 2 contains a study of the problem, focusing in particular on the type of value conflicts faculty had experienced, and an analysis of the related literature. Chapter 3 outlines anticipated outcomes, such as improved student motivation and language arts skills, increased parental and community involvement, and improved teacher understanding of their students' cultures. The chapter also describes evaluation instruments. Chapter 4 offers a solution strategy and contains a report of the action taken, including having non-native speakers address second grade classes, and developing lessons surrounding the speakers' information. Chapter 5 contains results, conclusions, and recommendations, specifically that the program be implemented in all grades, evolving through the grades, into more complex concepts and materials. (Appendixes include letters, language arts scores, evaluations of student motivation, a faculty quiz, a multi-cultural language arts program guide, a faculty appraisal, and parent evaluations.) (JC)