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

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"Those who arrive by age 12 or 13 make a quick transition to English—that's the dividingline," says Rumbaut, who has studied language assimilation in the United States for threedecades. "It's a piece of cake for those who arrive much earlier on, because of the dominanceof English in every medium in the United States, from video to the Internet. English wins."In addition, Spanish isn't the only fast-growing language in the United States: Chinese,Tagalog, Vietnamese, and Arabic have also seen impressive gains since 1990, whileEuropean languages that were once common in the United States (such as French, German,and Polish) are becoming less prevalent. But Rumbaut says that the children of newimmigrants speaking other languages will almost invariably turn to English as their primarytongue."The fate of all these languages is to succumb to rapid assimilation," says Rumbaut. "Theidea that the United States will devolve into riots and become Quebec unless everybodyspeaks English and English only, is absolutely not true. Demography will take care of theproblem itself—it is not really a policy issue."More Than One-Half of All Immigrants 'Very Proficient' in EnglishThe number of Americans speaking a language at home other than English has more thandoubled since 1980, reflecting the influx of millions of immigrants to the United States inrecent decades, particularly Spanish-speaking immigrants from Latin America. About 31million U.S. residents speak Spanish at home—easily making it the second-most spokenlanguage in the country.The idea that speaking languages other than English hinders full participation of U.S.citizenship has substantial public support. For example, in a Los Angeles Times poll ofCalifornia voters after their 1998 vote to end bilingual education in that state, three out ofevery four agreed with the statement: "If you live in America, you need to speak English." 4 Amajority of Hispanics share this attitude, according to a new Pew Hispanic Center survey: 57percent of Hispanics say that "immigrants have to speak English to say that they are part ofAmerican society." 5But a majority of those who speak languages other than English at home report themselvesalready very proficient in English, according to 2004 data from the American CommunitySurvey (see Table 1). Fewer than 50 percent of people who use Spanish or another non-English language at home speak English less than "very well"—including 48 percent of thosewho speak Spanish. Almost 70 percent of U.S. adults ages 18 to 64 who spoke Spanish in thehome said they also spoke English either "well" or "very well." 6Table 1Language Spoken at Home by U.S. Residents Ages 5 and Older, 2004Primary language© 2008 Dr. Catherine CollierAll Rights ReservedEstimate(millions)Speaks English lessthan "very well"In millionsPercentageLanguage other than English 49.63 22.31 44.94%Spanish 30.52 14.64 47.96%Other Indo-European language 9.63 3.32 34.42%2
Asian/Pacific-Islander language 7.61 3.10 49.50%Other languages 1.86 0.54 29.25%Source: U.S. Census Bureau, United States: Selected Social Characteristics: 2004 (2004)."The last people you have to tell that English is important are immigrants," says Rumbaut."English is already the de facto language of the country and of the world."The Transition to English AcceleratesU.S. immigrants are making the transition to speaking English much more quickly than didpast immigrants. Historically, this transition took three generations, with adult immigrantswho often did not learn English, children who were bilingual in English and their parents'language, and a third generation that spoke English almost exclusively.Today, however, more first- and second-generation Americans are becoming fluent inEnglish. In a study that followed more than 5,200 second-generation immigrant children inthe Miami and San Diego school systems, Rumbaut and Princeton University professor ofsociology Alejandro Portes found that 99 percent spoke fluent English and less than one-thirdmaintained fluency in their parents' tongues by age 17. 7Indeed, Census Bureau data for 2000 show that more than 67 percent of the 6.5 million U.S.children ages 5 to 17 who spoke Spanish in their homes also spoke English "very well,"while 86 percent spoke English either "very well" or "well" (see Table 2).Table 2Ability to Speak English for U.S. Residents Ages 5-17, 2000Primary language© 2008 Dr. Catherine CollierAll Rights ReservedEstimate(millions)English speaking levelVery well(millions)%Well(millions)Spanish 6.53 4.40 67.34 1.24 32.66Other Indo-European language 1.54 1.19 77.67 0.23 22.33Asian/Pacific-Islander language 1.15 0.80 69.56 0.24 30.44Other languages 0.31 0.25 80.60 0.42 19.40Source: U.S. Census Bureau, 2000 Supplementary Survey Summary Tables, table P035 (2006).Similar percentages of children who spoke a language other than English or Spanish at homealso spoke English "well" or "very well." The Census data also show that these children arelearning English at higher rates than either their parents or grandparents.Another study conducted by Rumbaut shows that more than 73 percent of second-generationimmigrants in Southern California who have two foreign-born parents prefer to speakEnglish at home instead of their native tongue (see Figure 1). 8 By the third generation, morethan 97 percent of these immigrants—Mexican, Salvadoran, Guatemalan, Filipino, Chinese,Korean, and Vietnamese—prefer to speak only English at home."The single most important indicator of how readily any speaker will switch to English andbecome fluent is the age of arrival, followed by level of education and length of stay," says%3
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 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
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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
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integrative motivation. Basically,
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(Ellis, 1985; Hakuta, 1986). Howeve
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that sociocultural processes have o
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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
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As mentioned above, when the transi
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ather than generic adjectives and t
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their imagined points of view. Ther
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English texts and demonstrate progr
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using inter-district teams). In the
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