Art Un ticle I.1 ited Sta In the ates News - Woodring College of ...

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encouragement as they are attempting to make sense of their world while learning tocommunicate in the second language.Player 3: The FamiliesLinguistically and culturally diverse families also struggle with issues of language shift and lackof respect for home languages and cultures (Soto, 1997). One poignant example involves aLatino family who, like many other families, received the following advice from a wellintentionedKindergarten teacher:La missy nos dijo (the teacher told us) that we should speak English-only at home. She warnedus that if Graciella could not speak English (fluently) by the end of the year, she would be heldback. We told Abuelita (Grandmother) not to talk to Graciella because she would only confuseher. But Graciella spends so much time with Abuelita that we wonder if that is such a good idea.What do you suggest we do?Giving advice to speak English-only at home can have tragic outcomes for culturally andlinguistically diverse families (Wong Fillmore, 1991). Home languages and home cultures are atthe heart of the communicative process for families; thus, teachers who provide advice that iscongruent with research evidence, mainly that a strong home language base actually facilitateschildren's second language learning, are in many ways providing a gift to their students.Player 4: The CommunitiesThe Wall Street Journal article (April 10, 1996), referred to earlier, documents the intentions of agroup of English-only proponents ("bilingual education abolitionists") in a Pennsylvania schooldistrict. Hoping to dismantle the district's bilingual education program, the group initiated aseries of public meetings to discuss the issue. Debate over the educational goals of thecommunity became increasingly divisive, with the school board calling for police protection tomaintain order. This was unwarranted, as the bilingual families who were participating in themeeting were not acting aggressively, but had simply knelt and prayed to demonstrate theirbelief in the value of the bilingual program for their children.Preserving Home Languages and Cultures in the ClassroomWhat is interesting for educators to note about such bitter community battles over multiculturaleducation is that they contrast sharply with what happens in most nations of the world. Schoolsin Denmark, Sweden, France, Greece, Germany, Hungary, Scotland, Canada, Australia, Africa,and England, have long included second language learning opportunities for even their youngestchildren. Teachers are also expected to have second language skills; in Luxembourg, forexample, the typical teacher is competent in French, German, English, and Letzeburgesch (Peck,1993).The opportunity for communities to be knowledgeable about languages and cultures was outlineda decade ago by the President's Commission on Foreign Language and International Studies(1980):The United States is blessed with a largely untapped resource of talent in the form of racial andethnic minorities who, by being brought into the mainstream of educational and employmentopportunities ... can be expected to make rapid, new, and valuable contributions to America'scapacity to deal persuasively and effectively with the world outside its borders (p. 24).© 2008 Dr. Catherine CollierAll Rights Reserved126
Daily Realities RecappedThe above vignettes illustrate the challenge of acknowledging and responding to children's homelanguages and cultures in the midst of so much controversy and at the multiple levels ofchildren's learning environments. Out of this challenge, however, arises the opportunity foreducators to provide their students with the gift of their home language and culture, and to helpthem reap the academic and socio-affective benefits of such an approach.The Opportunities: Practical ImplicationsWhat are the practical implications for teachers working with diverse learners? Althoughselecting effective methods for addressing diversity is complex, and existing research sometimescontradictory, there are strategies that will enable children to value and appreciate their family'sidentity, to feel secure about using their home language, and to respect the cultural diversity oftheir classmates. Below is a list of practical applications for teachers that recognize and honorchildren's multifaceted linguistic and cultural abilities:Preserving Home Languages and Cultures in the ClassroomAccept the premise that children are members of diverse family and community systemsbringing multiple gifts of language, culture, and wisdom (Soto, et al., 1995; Soto, 1996)* Work toward the preservation of home languages and cultures in order to enhance familycommunication and children's identities (Chang, 1993)* Learn and share knowledge about the wisdom gained from culturally diverse families,including consensus building* Maximize cultural courtesies that demonstrate respect for the community, the family, andthe child* Create bonds among caregivers and families that build relationships and model extendedfamily valuesBecome an ethnographer; keenly observe children's language capabilities, both in the nativelanguage and the second language (Genishi, 1989)* Observe and record authentic language use (Soto, 1991)* Create a portfolio documenting language growth and progression in both formal andinformal contexts (Salinger, 1996)Encourage and accept children's attempts to communicate since errors are a normal part oflanguage learning (Bredekamp & Coppolo, 1997)* Adopt a learner-centered teaching style: responsive and nurturing (Smrekar, 1994)* Disseminate information to families that helps them to understand the role homelanguage plays in child development and family cohesion* Afford opportunities for teachers, children and families to share linguistic and culturalknowledgeProvide many opportunities for children to communicate (Smrekar, 1994)* Arrange the classroom with spaces that encourage social interaction* Schedule ample pretend, free play, and dramatic experiences in order to facilitate peersocial interaction* Foster optimal language learning with good language role models in both the home andthe second language (Wong Fillmore, 1992)Plan authentic integrated activities that allow children to value and appreciate their identities(Gutwirth, 1997; York, 1991)© 2008 Dr. Catherine CollierAll Rights Reserved127
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"Those who arrive by age 12 or 13 m
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Article I.2 Are Signed Languages "R
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Biological analyses of the status o
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and beyond, speaking and signing ch
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Conclusion: Are Signed Languages Re
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Article I.3 The Interpreter: Has a
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A few weeks earlier, I had called F
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“We struggled even getting to the
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herself by strapping a cassette rec
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In 1998, after nine years as the ch
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momentary burst of excitement that
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can shape core grammar. Because the
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The authors compared animal and hum
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monkey moved. He followed it with h
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delight, fear, laughter, and surpri
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Piipaío in a hut: Pirahã huts typ
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LEP students, and equitable organiz
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4. Second language development crea
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curriculum or "teaching to the test
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portfolio work was scanned and stor
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experiences of many groups of stude
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While not disagreeing that interpre
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sound educational practice, however
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arises from the efforts to abstract
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Article II.2 Cross-Cultural Communi
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males who can serve as positive rol
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Understanding another culture is a
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Pets and AnimalsWhich animals are v
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to teach standard English is reflec
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Asking personal questions of a pers
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Using Cross Cultural Communication
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Why Do Nonstandard English-Speaking
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Before beginning to teach standard
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• Negative attitudes toward low p
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New standardized tests and assessme
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English texts and demonstrate progr
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using inter-district teams). In the
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