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Acculturation of Asian AmericansThe reliability and validity of the Orthogonal Cultural Identification Scale (OCIS) was evaluated in asample of Asian American university students (Johnson, Wall, Guanipa, Terry-Guyer, Velasquez,2002) using the OCIS to measure the strength of the students’ ethnic identification and the degree ofthis strength as a factor in the students’ level of acculturation. In this study, the OCIS was comparedwith the Suinn-Lew Asian Self-Identity Acculturation Scale. The OCIS and the Suinn-Lew scale werefound to measure related but separate constructs. The Suinn-Lew scale is a dual-cultural unilinearmodel of measurement. A monocultural unilinear system of measurement is the Asian Values Scale(Kim, Atkinson, & Yang, 1999) used to measure an individual’s adherence to Asian cultural valuesendorsed more highly by Asian Americans than by European Americans.Acculturation of African AmericansThe African American Acculturation Scale (AAAS) is used to measure changes in and retention ofbeliefs, practices and attitudes within the African American population. A shorter version has beendeveloped and validated (Landrine & Klonoff, 1995). Another tool for measuring the acculturationof African Americans is the SAAAA, Scale to Assess African American Acculturation (Snowden &Hines, 1999). Both the AAAS and the SAAAA use a dual-cultural unilinear model of measurementwith a continuum of scores ranging between immersion in the African American culture toimmersion in the European American culture.Acculturation of Hispanic/Latino AmericansAs part of a substance abuse prevention project, a tool was developed in both English and Spanish tomeasure levels of acculturation among members of a Latino youth population for later comparison ofacculturation with high-risk behaviors. The Latino Youth Acculturation Scale (LYAS) appears tomeasure levels of acculturation in terms of four factors: family identity, self/peer identity, customs,and food (Pillen & Hoewing-Roberson, 1992). The Short Acculturation Scale for Hispanic Youth(SASH-Y) is a modification of an existing acculturation scale for Hispanic adults and provides ameans to measure the impact of language use within and outside the family settings as well as ethnicsocial relations (Barona & Miller, 1994). The Acculturation Rating Scale for Mexican Americans(ARSMA) has been used several times to examine the acculturation of Mexican students at thecollege level, especially in conjunction with the Minnesota Multiphasic Personality Inventory(MMPI). The ARSMA consists of 20 questions measuring preferences and behavioral tendencies ona five-point continuum from Mexican to Anglo orientation (Orozco, 1991; Orozco & Freidrich, 1992;Dana, 1996). There is also a revised version available (Cuellar, 1995), which provides multifactorialassessment. The Bicultural Scale for Puerto Ricans (BSPR) is a bilinear tool using factor analysiswhich examines reference culture, language preferences and usage, values, child-rearing practicesand more (Cortes, Rogler, and Malgady, 1994).Acculturation of Native AmericansThe Navajo Family Acculturation Scale (Boyce & Boyce, 1983) is a dual-cultural unilinear system ofmeasurement designed to measure the modernity of the physical home environment, involvement ofthe family in the elements of a traditional lifestyle, and the extent of family contact with the Angloworld. The Rosebud Personal Opinion Survey (Hoffman, Dana, & Bolton, 1985) is a dual-cultural© 2008 Dr. Catherine CollierAll Rights Reserved154
unilinear model, which measures the behavioral dimension of acculturation. The AcculturationQuick Screen for Native Americans (Collier, 2000) uses a modified bilinear model to measure theadaptation of indigenous people in the Americas to public schools.The Acculturation Quick ScreenThe AQS is discussed in depth here because it is not specific to any one language or ethnic groupand is used to measure the relative level and rate of acculturation of students to public schoolculture throughout the United States and Canada. It is a specific tool for school psychologists andgeneral education personnel, which measures adaptation to academic instructional settings. TheAQS is based on research (cited above) on the factors that predict the degree of successfulintegration for those who are experiencing “culture shock”. Since students acculturate to newenvironments at different rates it is often difficult to tell who is still experiencing difficulty andwho is not. The AQS measures this acculturation and leads directly to strategies to addressculture shock. The AQS can also be used to monitor the rate of acculturation of diverse students.Most diverse students will acculturate gradually over several years and at a steady rate relative tothe elements measured on the AQS. Those who do not show change year-to-year may have someunidentified difficulty or may be having some other destabilizing stressful experience. Thus theAQS can be used to separate difference from disability concerns when diverse learners exhibitlearning and behavior problems. It can also be used to monitor the adaptation progress beingmade by migrant, immigrant and refugee students and provide an early warning system foreducation personnel when something is not working correctly or most effectively for thesestudents within the building or district. In one study in a school district in Washington State, anevaluation team used the AQS to monitor individual students participating in the English as asecond language (ESL) service program (Collier & Pennington, 1997). When data wasdisaggregated by language population, it was found that the Spanish speaking ESL students werenot adapting at the same rate as the Russian speaking students in the program. Russian speakingstudents showed gains on average over 11% each year whereas Spanish speaking students onaverage were making only 8% per year. These AQS scores added to the body of evidence thatHispanic students in the study population were not doing as well in school as the Russian,Ukrainian, and Georgian refugee students. The performance and achievement differences werealso found in an increased referral and placement rate of Hispanic students into SpecialEducation in relation to Russian speaking students. Using the AQS data as an indication of somesystem weakness rather than assuming there was some inherent disabling element among theHispanic students, the researchers found that the intervention program available to non-Spanishspeakers within the ESL and general education program was more intensive and comprehensive.Spanish speakers did not have access to the same level of support both during and after schoolthat Russian speakers were receiving. The district used this information to modify their serviceplans; research is continuing.The AQS measures the student’s approximate level and rate of acculturation to mainstreamAmerican school culture. It is not intended for use in isolation nor as a predictive tool, butprovides a useful piece of supplemental assessment information when students from diversecultural and linguistic backgrounds enroll in a school district. It should be part of the screeningroutinely done to determine eligibility for newcomers or other special language/cultureassistance services. In addition, it is recommended for use as part of the information gathered tomake instructional decisions during the “pre-referral intervention” period or for“prevention/intervention” instructional activities. It may be used to plan the selection of specific© 2008 Dr. Catherine CollierAll Rights Reserved155
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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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Each of the behaviors listed above
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Article II.3 Hard Work Hypothesis:
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each point higher in SES, students
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This case does not provide strong s
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Article II.4 Language Acquisition a
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1992, p. XI). These researchers, wh
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comprehend a word within a specific
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more to the truthfulness of the chi
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This idea of “semilingualism” c
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Article III.1 A Brief Description o
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take different lengths of time to c
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example, should involve the same co
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As with all stages of BICS acquisit
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Assessment techniques at stage 3 ca
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Page 105: integrative motivation. Basically,
Page 109 and 110: (Ellis, 1985; Hakuta, 1986). Howeve
Page 111 and 112: that sociocultural processes have o
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Page 115 and 116: phonetic units (unique to signed la
Page 117 and 118: Article III.4 Toward a Sociocultura
Page 119 and 120: emember is that the fundamental goa
Page 121 and 122: The best practices models can be th
Page 123 and 124: By focusing on the dialectic betwee
Page 125 and 126: intergenerational wisdom shared by
Page 127 and 128: Daily Realities RecappedThe above v
Page 129 and 130: traditions. At a time in our histor
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Page 133 and 134: Speakers communicate fluently, main
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Page 153: Table 1Comparison of Recent Accultu
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Page 163 and 164: Riles, 1979; Jose P. v Ambac, 1983)
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Page 171 and 172: As mentioned above, when the transi
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Page 175 and 176: their imagined points of view. Ther
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