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

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The authors compared animal and human communication, eliminating the aspects of vocalizationthat are shared by both, and concluded that one operation alone distinguished human speech:recursion. In the course of working on the article, Fitch grew sympathetic to Chomsky's ideasand became an articulatedefender of the theory ofuniversal grammar.When Fitch and Everettmet in Porto Velho inJuly, two days beforeheading into the jungle,they seemed, by tacitagreement, to be avoidingtalk of Chomsky. But, onthe eve of our departure,while we were sitting bythe pool at the Hotel VilaRica, Everett mentionedtwo professors who, hesaid, were "among thethree most arrogant peopleI've met."“Who’s the third?" Fitchasked."Noam," Everett said."No!" Fitch cried. "Givenhis status in science,Chomsky is the leastarrogant man, thehumblest great man, I'veever met."Everett was having noneof it. "Noam Chomskythinks of himself asAristotle!" he declared."He has dug a hole forlinguistics that it will takedecades for the disciplinePortrait of Piipaío: The Pirahã’s only ornaments are necklacesto climb out of!"made from seeds, teeth,, feathers, beads, and soda-can pull-tabs.The men argued for thenext two hours, though bythe time they parted for the night civility had been restored, and the détente was still holdingwhen they met in the Pirahã village the next day and agreed to begin experiments the followingmorning.At sunrise, a group of some twenty Pirahã gathered outside Everett's house. They were to be paidfor their work as experimental subjects--with tobacco, cloth, farina, and machetes. "And, believe© 2008 Dr. Catherine CollierAll Rights Reserved28
me," Everett said, "that's the only reason they're here. They have no interest in what we're doing.They're hunter-gatherers, and they see us just like fruit trees to gather from."Fitch went out with Everett into the thick heat, carrying his laptop. The two men, trailed by thePirahã, followed a narrow path through the low underbrush to Everett's office, a small hut, raisedoff the ground on four-foot-high stilts, at the edge of the jungle. Fitch placed his computer on thedesk and launched a program that he had spent several weeks writing in preparation for this tripFitch’s experiments were based on the so-called Chomsky hierarchy, a system for classifyingtypes of grammar, ranked in ascending order of complexity. To test the Pirahã’s ability to learnone of the simplest types of grammar, Fitch had written a program in which grammaticallycorrect constructions were represented by a male voice uttering one nonsense syllable (mi or dohor ga, for instance), followed by a female voice uttering a different nonsense syllable (lee or ta orgee). Correct constructions would cause an animated monkey head at the bottom of the computerscreen to float to a corner at the top of the screen after briefly disappearing; incorrectconstructions (anytime one male syllable was followed by another male syllable or more thanone female syllable) would make the monkey head float to the opposite corner. Fitch set up asmall digital movie camera behind the laptop to film the Pirahã’s eye movements. In the fewseconds’ delay before the monkey head floated to either corner of the screen, Fitch hoped that hewould be able to determine, from the direction of the subjects’ unconscious glances, if they werelearning the grammar. The experiment, using different stimuli, had been conducted withundergraduates and monkeys, all of whom passed the test. Fitch told me that he had little doubtthat the Pirahã would pass. “My expectation coming in here is that they’re going to act just likemy Harvard undergrads,” he said. “They’re going to do exactly what every other human hasdone and they’re going to get this basic pattern. The Pirahã are humans – humans can do this.”Fitch called for the first subject.Everett stepped outside the hut and spoke to a short muscular man with a bowl-shaped haircutand heavily calloused bare feet. The man entered the hut and sat down at the computer, whichpromptly crashed. Fitch rebooted. It crashed again.“It’s the humidity,” Everett said.Fitch finally got the computer working, but then the video camera seized up.“Goddam Chomskya,” Everett said. “Can’t even run an experiment.”Eventually, Fitch got all the equipment running smoothly and started the experiment. It quicklybecame obvious that the Pirahã man was simply watching the floating monkey head and wasn’tresponding to the audio cues.“It didn’t look like he was doing pre-monitory looking,” Fitch said, “Maybe ask him to point towhere he thinks the monkey is going to go.”"They don't point," Everett said. Nor, he added, do they have words for right or left. Instead, theygive directions in absolute terms, telling others to head "up river" or "downriver," or "to theforest" or "away from the forest." Everett told the man to say whether the monkey was goingupriver or downriver. The man said something in reply."What did he say?" Fitch asked."He said, 'Monkeys go to the jungle."Fitch grimaced in frustration. 'Well he's not guessing with his eyes," he said. "Is there anotherway he can indicate?"Everett again told the man to say whether the monkey was going upriver or down. The manmade a noise of assent. Fitch resumed the experiment, but the man simply waited until the© 2008 Dr. Catherine CollierAll Rights Reserved29
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 18 and 19: “We struggled even getting to the
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 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
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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
Page 101 and 102:
Assessment techniques at stage 3 ca
Page 103 and 104:
different. Therefore, the social di
Page 105:
integrative motivation. Basically,
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(Ellis, 1985; Hakuta, 1986). Howeve
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that sociocultural processes have o
Page 113 and 114:
Article III.3 How Children Acquire
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phonetic units (unique to signed la
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Article III.4 Toward a Sociocultura
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emember is that the fundamental goa
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The best practices models can be th
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By focusing on the dialectic betwee
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intergenerational wisdom shared by
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Daily Realities RecappedThe above v
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traditions. At a time in our histor
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We will now look at two examples of
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Speakers communicate fluently, main
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question the effects of such attitu
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Article IV.3 Culture Change: Effect
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and psychological characteristics o
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Contraryto what wewere expecting, t
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Article V.1 Assessment in ESL & Bil
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vocabulary does the student lack?Is
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whether they are LEP and to provide
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Fourth, ESL and bilingual program s
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competent reader/writer. All versio
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Table 1Comparison of Recent Accultu
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unilinear model, which measures the
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an English-only instructional progr
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Article V.3 Assessment of English L
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8. Change answers only for a very g
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Riles, 1979; Jose P. v Ambac, 1983)
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proficiency is often underestimated
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Finally, when second language reade
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for their decisions, noting issues
Page 171 and 172:
As mentioned above, when the transi
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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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