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of the most reliable measures of academic progress. While such tests, either standardized orteacher-made, are clearly a type of language test, note that they are related to normativeexpectations of the types of abilities, skills, and knowledge associated with placement on theacademic scale from success to failure. As such, they do not simply test knowledge of isolatedwords, but rather they are indexical for a larger body of concepts, schemata, and cognitive skillsconsidered central to achievement in the educational enterprise as it is presently defined.ConclusionPerhaps, then, an answer to our search for an adequate and appropriate measure of academiclanguage proficiency has already been found, and all we need to do is adopt some currently usedstandardized reading tests for use with LEP students. Such tests are highly integrative in natureand tap a large proportion of the skills which determine school achievement. While some suchsolution may, in fact, prove to be reasonable, it is not without some caveats and suggestions fornecessary supplementation. As I indicated at the beginning of this discussion, radical changes areneeded in testing procedures and interpretation. For example, Garcia (1987) has shown that LEPchildren may misinterpret English words or reading passages based on erroneous lexical orsemantic associations with their own language, or on different cultural schemata or personalexperiences. This research emphatically showed that scores by LEP students on such tests shouldnot betaken uncritically at face value, but that debriefing interviews afterward are essential tocheck on comprehension and reasons for responses. (This maybe an equally valid point fornative English speakers.) Secondly, we may look to the model of Special Education forassessment and placement procedures, since Federal law and many state plans require thatstudents from non-English language backgrounds must be assessed in their primary language aswell as in English before they are placed into a special program. Despite all of the researchpointing to the importance of the native language in cognitive development, we have failed toinsist that where appropriate (e.g., not where native language loss has occurred or skills aremarginal) all LEP students should have a right to assessment in their native language as well asin English, and that placement judgments should not be based on English performance alone.Further, tests of English language proficiency alone which are not based on or related to standardcurriculum content for native speakers should not be allowed to be used as the basis for academicplacement.© 2008 Dr. Catherine CollierAll Rights Reserved52
Article II.2 Cross-Cultural Communication: AnEssential Dimension of Effective EducationBy Orlando L. Taylor, Ph.D.Copyright © 1987 Revised and reprinted 1990.The Mid-Atlantic Equity Center - 5010Wisconsin Avenue, N.W., Suite 310 -Washington, D.C. 20016 - (202) 885-8517.IntroductionEverything that occurs within a school, andespecially in the classroom, involvescommunication, the act of sharing information.Sometimes communication involves the use oforal or written verbal symbols. On otheroccasions, communication involves varioustypes of nonverbal symbols, including bodylanguage. Communication is the medium for instruction, assessment, interpersonal relationships,group interactions, parent and community relations and counseling. Most behavior problems inschools, and their resolutions, involve some type of communication. In sum, communicationpermeates education. Communication is culture bound. The way an individual communicatesemanates from his or her culture. Of course, a person may know more than one culture or may becompetent in a combination of cultures. Nonetheless, one basic truth prevails: communication isa product of culture. Students with different cultural norms are at risk if teachers have littleknowledge, sensitivity or appreciation of the diversity in communication styles. Such teachersmay perceive differences as problems and respond to students' diversify with negative attitudes,low expectations and culturally inappropriate teaching and assessment procedures. Culturallyand communicatively diverse students, in turn, may respond with low self concepts and lowacademic achievement to a school climate they perceive as hostile. The result is reflected in thesestudents' excessive placements in special education, reduced placements in talented and giftedprograms and high suspension rates.Cultural Diversity in AmericaThe Neglect of Cross Cultural Communication Issues in SchoolsSelf-Assessment on Communication and CultureTable I: What Do I Know About Culture, Communication and Language?Cultural Diversity in AmericaThe United States is currently experiencing radical demographic shifts which are changing thecolors and the cultures of its citizenry. According to recent statistics, one American in fourcurrently defines himself or herself as non white. By the year 2010, because of higher birth ratesand immigration trends, non whites are expected to constitute more than one third of the© 2008 Dr. Catherine CollierAll Rights Reserved53
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 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: arises from the efforts to abstract
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
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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
Page 179:
using inter-district teams). In the
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