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intensive learning and behavior interventions for culturally/linguistically diverse students ratherthan referring them to an evaluation and staffing. The AQS is also useful for substantiatingdecisions to modify testing evaluation and assessment procedures. In general, students scoring atthe lower acculturation levels should not be assessed with standardized assessment instrumentswithout case-specific modification of administration and interpretation. The AQS providesdocumentation and guidance to school psychologists and other evaluation specialists workingwith culturally/linguistically diverse students.The AQS should be administered at least four weeks after students have entered the school. Thiswill allow the user to assess their language abilities and to obtain previous school records. Thisfirst AQS will be the baseline from which to measure rate and level of acculturation. Studentsshould be assessed every year at the same time to obtain an ongoing record and documentation oftheir rate of adaptation to the school system. The results map against a range from lessacculturated to more acculturated on a 48-point scale. The AQS measures five levels ofacculturation: Significantly Less Acculturated, Less Acculturated, In Transition, MoreAcculturated, and Significantly More Acculturated. The average rate of acculturation is between10% to 12% each school year, depending upon type of program offered to students. Studentsfrom diverse cultural and linguistic backgrounds will vary in their rate and level of acculturationto public school culture, but all are affected by various factors. These include individualcharacteristics of the students and their school.Although any student may be measured with AQS, it is most useful for students who come froma cultural or linguistic background that differs significantly from the mainstream of his or herparticular public school. For example, the AQS will be useful with an American student from anethnically, linguistically or racially diverse background who may be demonstrating learning orbehavior difficulties. It also provides a significant profile for placement of refugee or immigrantstudents.The AQS is based on research conducted in rural and urban school districts concerning thereferral and placement of limited English proficient children of migrant, refugee and immigrantfamilies. The original study population was a random sample of students in grades K-8 who wereidentified as Hispanic and limited English proficient by their districts. The results of the studyshowed that perceptions of acculturation contributed to decisions to refer and place thesestudents. Additionally, it was found that student characteristics could be used to accuratelyidentify and monitor level and rate of acculturation among at-risk students. Later the AQS wasmodified for use with other linguistically and culturally diverse populations. The AQS has beenused by school systems to monitor and plan assistance to at-risk students from Native American,Asian American, African American, and other culturally and linguistically diverse populations.The information needed to complete the AQS is as follows:1. Number of years the student has been in the United States.2. Number of years the student has been in the current school: This should be actualcumulative time in this school to the extent possible.3. Number of school years the student has received direct instruction in bilingual or Englishas a Second Language classes: This should be actual cumulative time in this instruction to theextent possible. Using school records, interviews with parents or other teachers, identify howmuch time, if any, the student has spent in direct instruction in bilingual education or English asa second language (ESL) classes. For example, a student in a dual language program receiving atleast an hour each day of direct instruction in ESL in the content area would have received a fullyear in ESL/Bilingual instruction by the end of the school year. On the other hand, a student in© 2008 Dr. Catherine CollierAll Rights Reserved156
an English-only instructional program, receiving a half hour or less pull out assistance inlanguage transition once or twice a week is clearly not receiving a year’s instruction in a year’stime. Determining the extent of cumulative time may be difficult, but the rule of thumb is thatpull out, limited time assistance, accumulates at about half the rate of longer time, dailyassistance. This may be “Newcomers” classes or classes for students of limited Englishproficiency.4. Degree of language proficiency in the native language or dialect: Using formal or locallanguage tests, observations, informal assessment instruments, and interviews with parents andschool personnel, identify the relative level of proficiency the student has in the native languageor dialect. This may be a recognized linguistic variation of English, distinct for this student’sethnic background and/or traditional community.5. Degree of proficiency in English: Using standardized or local language tests, observations,informal assessment instruments, and interviews with parents and school personnel, identify therelative level of proficiency the student has in “standard” English or the English used in a schooland by the majority of school personnel. This represents the “second language” or secondarycommunication modality to which this student is acculturating.6. Degree of bilingual proficiency: Using formal or local language tests, observations, informalassessment instruments, and/or interviews with parents and school personnel, identify therelative level of balanced proficiency the student has in both English and the student’s nativelanguage or dialects. This may be a recognized linguistic variation of English, distinct for thisstudent’s ethnic background and/or traditional community.7. Ethnicity or national origin: Using information from intake personnel, or intakeinformation, interviews with the student, parents and teachers, identify how the student views hisethnicity or national origin. This gives an indication of his or her cultural awareness and selfidentity.The multiple terms reflect differences in self-identification to some extent, though dueto economy of space, only a few of the many variations of self-reference are included. EastAsian refers to populations and countries around or to the north and east of the Bay of Bengaland West Asian refers to populations and countries around or to the north and west of theArabian Sea. Moreover, this item gives an indication of how prepared the school system is toadapt to the needs of this particular student and how likely it is that the curriculum/system is tobe effective for this student. Research has shown that, in general, public schools and schoolpersonnel are less prepared to work effectively with particular groups of diverse students,particularly when their presence in the schools is infrequent or of “low incidence”. This does notmean an individual teacher, specialist or school is not doing as well as possible, but curricula andteacher training programs show measurable differences in their responsiveness to particularethnic/linguistic populations. This item is a broad indicator of issues that make acculturationmore stressful for particular students in mainstream public school systems.8. Percent in school speaking student’s language/dialect: Using information from district andbuilding level personnel, identify how many of this student’s particular cultural community areenrolled in the school. This is specific to the student, i.e., if the student is Navajo, how manyother Navajo students are in the school. If this is the only Navajo student in the school, theevaluator would note a nearly 0% enrollment even if there are several students from otherAmerican Indian tribes in the school. In other words, counting “Native Alaskans” or “NativeAmericans” is incorrect here; how many students come from this student’s particularcultural/linguistic community is important. This will also give an indication of the degree towhich this student is at risk for stress factors such as alienation and isolation, and possible© 2008 Dr. Catherine CollierAll Rights Reserved157
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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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different. Therefore, the social di
Page 105: integrative motivation. Basically,
Page 109 and 110: (Ellis, 1985; Hakuta, 1986). Howeve
Page 111 and 112: that sociocultural processes have o
Page 113 and 114: Article III.3 How Children Acquire
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
Page 131 and 132: We will now look at two examples of
Page 133 and 134: Speakers communicate fluently, main
Page 135 and 136: question the effects of such attitu
Page 137 and 138: Article IV.3 Culture Change: Effect
Page 139 and 140: and psychological characteristics o
Page 141 and 142: Contraryto what wewere expecting, t
Page 143 and 144: Article V.1 Assessment in ESL & Bil
Page 145 and 146: vocabulary does the student lack?Is
Page 147 and 148: whether they are LEP and to provide
Page 149 and 150: Fourth, ESL and bilingual program s
Page 151 and 152: competent reader/writer. All versio
Page 153 and 154: Table 1Comparison of Recent Accultu
Page 155: unilinear model, which measures the
Page 159 and 160: Article V.3 Assessment of English L
Page 161 and 162: 8. Change answers only for a very g
Page 163 and 164: Riles, 1979; Jose P. v Ambac, 1983)
Page 165 and 166: proficiency is often underestimated
Page 167 and 168: Finally, when second language reade
Page 169 and 170: for their decisions, noting issues
Page 171 and 172: As mentioned above, when the transi
Page 173 and 174: ather than generic adjectives and t
Page 175 and 176: their imagined points of view. Ther
Page 177 and 178: English texts and demonstrate progr
Page 179: using inter-district teams). In the
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