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

More documents

Recommendations

Info

$Framework for Math - Western Washington University$

“We struggled even getting to the place where we felt comfortable with the beginning of agrammar," Heinrichs told me. It was two years before he attempted to translate a Bible story; hechose the Prodigal Son from the Book of Luke. Heinrichs read his halting translation to a Pirahãmale. "He kind of nodded and said, in his way, “That's interesting,” Heinrichs recalled.”But therewas no spiritual understanding-it had no emotional impact. It was just a story." After sufferingrepeated bouts of malaria, the couple was reassigned by S.I.L. to administrative jobs in the cityof Brasilia, and in 1967 they were replaced with Steve Sheldon and his wife, Linda. Sheldonearned a master's degree in linguistics during the time he spent with the tribe, and he wasfrustrated that Pirahã refused to conform to expected patterns-as he and his wife complained inworkshops with S.I.L. consultants. “We would say, 'It just doesn't seem that there's any way thatit does X, Y, or Z,' " Sheldon recalled, "And the standard answer--since this typically doesn'thappen in languages-was 'Well, it must be there, just look a little harder.'"Sheldon's anxiety over his slow progress was acute. He began many mornings by getting sick tohis stomach. In 1977, after spending ten years with the Pirahã, he was promoted to director ofS.I.L. in Brazil and asked the Everetts to take his place in the jungle. Everett and his wife werewelcomed by the villagers, but it was months before they could conduct a simple conversation inPirahã. “There are very few places in the world where you have to learn a language with nolanguage in common," Everett told me. "It's called a monolingual field situation." He had beentrained in the technique by his teacher at S.I.L., the late Kenneth L. Pike, a legendary fieldlinguist and the chairman of the linguistics department at the University of Michigan. Pike, whocreated a method of language analysis called tagmemics, taught Everett to start with commonnouns. "You find out the word for stick,'" Everett said. "Then you try to get the expression for'two sticks,' and for 'one stick drops to the ground,' 'two sticks drop to the ground.' You have toact everything out, to get some basic notion of how the clause structure works-where the subject,verb, and object go."The process is difficult, as I learned early in my visit with the Pirahã. One morning, whileapplying bug repellent, I was watched by an older Pirahã man, who asked Everett what I wasdoing. Eager to communicate with him in sign language, I pressed together the thumb and indexfinger of my right hand and weaved them though the air while making a buzzing sound with mymouth. Then I brought my fingers to my forearm and slapped the spot where my fingers hadalighted. The man looked puzzled and said to Everett, "He hit himself." I tried again-this timemaking a more insistent buzzing.The man said to Everett, "A plane land on his arm." WhenEverett explained to him what I was doing, the man studied me with a look of pitying contemptthen turned away. Everett laughed. "You were trying to tell him something about your generalstate--that bugs bother you," he said. "They never talk that way and they could never understandit. Bugs are a part of life.""O.K.," I said. "But I’m surprised he didn't know I was imitating an insect.""Think of how cultural that is," Everett said, "The movement of your hand. The sound. Even theway we represent animals is cultural."Everett had to bridge many such cultural gaps in order to gain more than a superficial grasp ofthe language. "I went into the jungle, helped them make fields, went fishing with them," he said."You cannot become one of them, but you've got to do as much as you can to feel and absorb thelanguage.” The tribe, he maintains, has no collective memory that extends back more than one ortwo generations, and no original creation myths. Marco Antonio Gonçalves, an anthropologist atFederal University of Rio de Janeiro, spent eighteen months with the Pirahã in the nineteeneightiesand wrote a dissertation on the tribe's beliefs. Gonçalves, who spoke limited Pirahã,© 2008 Dr. Catherine CollierAll Rights Reserved18
agrees that the tribe has no creation myths but argues that few Amazonian tribes do. Whenpressed about what existed before the Pirahã and the forest, Everett says, the tribespeopleinvariably answer, "It has always been this way."Everett also learned that the Pirahã have no fixed words for colors, and instead use descriptivephrases that change from one moment to the next. "So if you show them red cup, they're likely tosay, 'This looks like blood,'" Everett said. "Or they could say, 'This is like vrvcum' a local berrythat they use to extract a red dye."By the end of their first year, Dan Everett had a working knowledge of Pirahã. Keren tutoredKaaxáoi and a child with a monkey they have hunted. Unlike other Amazon tribes, thePirahã have resisted efforts by missionaries and government agencies to teach themfarming, and subsist almost entirely on fish and game.© 2008 Dr. Catherine CollierAll Rights Reserved19
Page 2 and 3: "Those who arrive by age 12 or 13 m
Page 5: Article I.2 Are Signed Languages "R
Page 8 and 9: Biological analyses of the status o
Page 10 and 11: and beyond, speaking and signing ch
Page 12 and 13: Conclusion: Are Signed Languages Re
Page 14 and 15: Article I.3 The Interpreter: Has a
Page 16 and 17: A few weeks earlier, I had called F
Page 20 and 21: herself by strapping a cassette rec
Page 22 and 23: In 1998, after nine years as the ch
Page 24 and 25: momentary burst of excitement that
Page 26 and 27: can shape core grammar. Because the
Page 28 and 29: The authors compared animal and hum
Page 30 and 31: monkey moved. He followed it with h
Page 32 and 33: delight, fear, laughter, and surpri
Page 34 and 35: Piipaío in a hut: Pirahã huts typ
Page 36 and 37: LEP students, and equitable organiz
Page 38 and 39: 4. Second language development crea
Page 41 and 42: curriculum or "teaching to the test
Page 43 and 44: portfolio work was scanned and stor
Page 45 and 46: experiences of many groups of stude
Page 47 and 48: While not disagreeing that interpre
Page 49 and 50: sound educational practice, however
Page 51 and 52: arises from the efforts to abstract
Page 53 and 54: Article II.2 Cross-Cultural Communi
Page 55 and 56: males who can serve as positive rol
Page 57 and 58: Understanding another culture is a
Page 59 and 60: Pets and AnimalsWhich animals are v
Page 61 and 62: to teach standard English is reflec
Page 63 and 64: Asking personal questions of a pers
Page 65 and 66: Using Cross Cultural Communication
Page 67 and 68: Why Do Nonstandard English-Speaking
Page 69 and 70:
Before beginning to teach standard
Page 71 and 72:
• Negative attitudes toward low p
Page 73 and 74:
New standardized tests and assessme
Page 75 and 76:
Each of the behaviors listed above
Page 77 and 78:
Article II.3 Hard Work Hypothesis:
Page 79 and 80:
each point higher in SES, students
Page 81 and 82:
This case does not provide strong s
Page 83 and 84:
Article II.4 Language Acquisition a
Page 85 and 86:
1992, p. XI). These researchers, wh
Page 87 and 88:
comprehend a word within a specific
Page 89 and 90:
more to the truthfulness of the chi
Page 91 and 92:
This idea of “semilingualism” c
Page 93 and 94:
Article III.1 A Brief Description o
Page 95 and 96:
take different lengths of time to c
Page 97 and 98:
example, should involve the same co
Page 99 and 100:
As with all stages of BICS acquisit
Page 101 and 102:
Assessment techniques at stage 3 ca
Page 103 and 104:
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 and 156:
unilinear model, which measures the
Page 157 and 158:
an English-only instructional progr
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
show all

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

Create successful ePaper yourself

Delete template?

Save as template?